The Pupil and Parent Guarantees - WordPress.com Foreword 3 Introduction 5 Part 1 – How the Pupil and Parent Guarantees work 9 What happens if there are problems: the role of the

The Pupil and Parent Guarantees

A commitment from

The Children’s Plan

1

Foreword 3

Introduction 5

Part 1 –HowthePupilandParentGuaranteeswork 9

Whathappensifthereareproblems:theroleoftheLocalGovernment

Ombudsman(LGO)andtheYoungPeople’sLearningAgency(YPLA) 11

Part 2–ThePupilGuarantee 15

Theambitions:

●● Goodbehaviour,strongdiscipline,orderandsafetyineveryschool 15

●● Abroad,balancedandflexiblecurriculumincludingskillsfor

learningandlifeforallpupils 22

●● Allpupilstaughtinawaythatmeettheirneeds,wheretheir

progressisregularlycheckedandwhereparticularneedsare

identifiedearlyandquicklyaddressed 29

●● Allpupilsabletotakepartinsportingandculturalactivities 45

●● Healthandwellbeingarepromoted,pupilsareabletoexpress

theirviewsandboththeyandtheirfamiliesarewelcomed

andvalued 49

Part 3–TheParentGuarantee 53

Theambitions:

●● Parentshaveopportunities,informationandsupporttoexercise

choicewithandonbehalfoftheirchild 53

●● Parentshaveahome-schoolagreementoutliningtheirrights

andresponsibilitiesfortheirchild’sschooling 62

Contents

Yourchild,yourschools,ourfuture2

●● Parentshavetheopportunity,informationandsupportthey

needtobeinvolvedandengagedintheirchild’slearningand

development 66

●● Parentshaveaccesstoavarietyofactivities,facilitiesandservices,

includingsupportandadviceonparenting 73

Part 4–ThelegislativebasistothePupilandParentGuarantees 78

3

Foreword by the Secretary of State

Everychildandyoung

personinthiscountry

deservesanexcellentstart

inlife:theyshouldhavethe

supportandopportunities

theyneedtodevelopand

achieveatthehighestlevel.

Thatmeansguaranteeinganeducationwhich

combinesuniversalentitlementsforall–designed

toleadtoabroadcurriculumandthebest

possibleteaching–withpersonalisedand

targetedsupportwhichmeetstheparticularneeds

ofindividuallearners.

Everyparentinthiscountryshouldfeelconfident

thattheirchild’sneedswillbemet.Theyshould

feelabletotakeupanyconcernswiththeirchild’s

schoolandknowthattheseconcernswillbetaken

seriouslyandaddressed.Everyparentshouldalso

knowthattheywillbesupportedandencouraged

toplaytheiressentialroleintheirchild’seducation

withinandbeyondtheschooldayandgates.

Schoolgoverningbodies,headteachersandall

membersoftheschoolstaffteamshouldfeel

confidentthattheyhavethescopetotailortheir

provisiontomeettheneedsoftheirpupils.They

alsodeservetoknowthatparentswillsupport

thembyensuringthatchildrenattendschool

regularly,arereadytolearnandbehavewell.

Overthelast12years,wehavereformedthe

schoolsystem.Wehaveachievedmuch,driving

upstandardsinschools,increasingthenumberof

teachersandotherstaffandmakingmassive

investmentsinschoolbuildingsandintheamount

wespendoneachpupil.

IntheWhitePaperYour child, your schools, our

future: building a 21st century schools system,we

committedourselvestobuilduponthatsuccess

andespeciallytodomoretohelpmeetthe

individualneedsofchildren.Thatcommitmentis

attheheartofthePupilandParentGuarantees.

Werecognisethateachchildisuniqueandwill

havedifferentneedsatdifferentstagesofhisor

hereducation.Wealsobelievepassionatelythat–

withtherightsupport–everychildcansucceed.

ThePupilandParentGuarantees1accordingly

introduceimportantnewentitlementsand

expectations.Forpupilswhoareatprimaryschool

–bothatKeyStage1andKeyStage2–orinYear

7andhavefallenbehindinthecriticalareasof

literacyornumeracy,therewillbeindividualor

smallgroupsupporttohelpthemtocatchup,

withaprogresscheckwherenecessaryinYear7.

Forallsecondaryschoolpupils,therewillbe

personaltutoringtosupportthemthroughout

theirsecondarycareers.Therewillbe,forall

parents,home-schoolagreementsoutliningtheir

responsibilities(andthoseoftheschool),fortheir

children’sschooling.

Andnowthatwehavemadethehistoric

commitmenttoraisetheparticipationageto17

by2013andto18by2015,everyyoungperson

1 Thetechnical,legally-bindingsectionoftheGuaranteebeginsinPart1.ThisforewordandtheintroductionarenotpartoftheGuarantee.


needstheprovisionandsupportthatwillenable

themtocontinueineducationandtrainingafter

theyturn16,andthenprogresstofurtherlearning

andskilledemployment.

Educationisasharedendeavourandresponsibility

amongpupils,schoolsandparents,andsoparents

andschoolseachneedtoknowwhattheycan

expectfromtheotherandhowtheycanwork

togethertohelpchildrensucceed.Pupilsand

parentscanonlyplayacompletepartwhenthey

haveafullpictureoftheworkofschools.Weall

sharearesponsibilityforthenextgeneration’s

successandwellbeing,andfortheirabilityto

respondtothechallengesofamorediverse

society,anuncertainglobaleconomy,rapid

technologicalinnovationandachangingplanet.

ThePupilandParentGuaranteesdescribethekey

elementsofourschoolssystem.Theyinlargepart

reflectexistinglegislativerequirementsandcodify

existingexpectationsofschools.Someofthese

requirementsderivefromlegislationdatingback

totheEducationReformAct1988.Inasmall

numberofimportantareasweareintroducing

newentitlements–forexample,one-to-one

tuition,personaltutoringandstrengthenedhome-

schoolagreements.

Aswellassettingoutwhatschoolsshoulddoand

howparentsshouldsupportthem,thePupiland

ParentGuaranteesalsoexplainwhatpupilsand

parentscandoiftheyareconcernedthattheyare

notreceivingsomethingtheyareentitledto.

Weareconfidentinourschoolsandinthe

commitmentoftheirstaffandgoverningbodies

todotheirutmosttohelpeverychild.Butwealso

thinkitisrightthat,onrareoccasionswhere

pupilsorparentsarenotsatisfied,theyshouldbe

abletohavetheirconcernsorcomplaintsdealt

withinaneffectiveandopenway.Thatiswhywe

introducedlegislation2toprovideanindependent

complaintssystemforpupilsandparents.That

complaintssystem–whichwilllistencarefullyto

thevoicesofparentsandschools–hasnowalso

beenextendedtocovercomplaintsaboutthe

PupilandParentGuarantees.

Itisalsoimportantthatparentsandcarers

understandtheirresponsibilitiestotheirchild’s

school.ThePupilandParentGuarantees

accordinglyemphasisetheneedforparentsand

carerstoplaytheirpartinsupportingtheirchild’s

school,andwiderlearninganddevelopment.

Thereisoverwhelmingevidencewhich

demonstratestheimportanceofparental

involvementinchildren’seducationfortheir

successatschoolandinlaterlife.OurPupiland

ParentGuaranteessetoutouractionstoensure

thatparentsandothercarersareabletoplaytheir

roleasfullpartnersintheirchild’slearningand

widerdevelopment.

Together,thePupilandParentGuarantees–taken

withthereformsofthepast12yearsandthe

unstintingeffortsoftheschoolworkforce–will

enableustobesurethatwearecreatinga21st

centuryschoolssystemwhereachievementforall

becomesareality.

Ed Balls

SecretaryofStateforChildren,Schools

andFamilies

2 TheApprenticeships,Skills,ChildrenandLearningAct2009.

5

Introduction

Thelast12yearshaveseenanunprecedented

transformationofourschoolssystem.Wehave

investedinourschoolworkforce–withteacher

numbersrisingfrom400,300in1997to442,700in

2009andsupportstaffnumbersfrom133,900to

345,900.Wehaveinvestedinourschoolbuildings

sothatinthethreeyearsto2010–2011,wewill

haveinvestedover£21.9billioninschoolsthrough

BuildingSchoolsfortheFuture,theAcademies

programmeandwidercapitalprogrammes.We

nowspend£6,350oneachpupilannually

comparedto£3,030in1997.Wehavebuiltanear-

universalspecialistsecondaryschoolsystemwhich

offerschildrenaccesstocentresofexcellence

acrossthecurriculum.TheSeptemberGuarantee,

underwhichall16and17yearoldsare

guaranteedanofferofasuitableplacein

educationortraining,hashelpedtodeliver

recordlevelsofparticipationinpost-16education

andtraining.

Thisinvestmenthaspaidoffinimprovementsin

schoolstandardsandanincreaseintheproportion

ofyoungpeopleremaininginlearningand

gaininggoodqualifications.Wehavegonefroma

positionwhereEngland’seducationsystemwas

belowaveragecomparedtootheradvanced

countriestoonewhereitisaboveaverage.These

achievementsareinlargepartduetothegreatly

improvedleadershipandteachinginschools.

TheChildren’sPlanpublishedin2007andthe

WhitePaperYour child, your schools, our future:

building a 21st century schools system setoutour

planstobuildfurtherontheseachievements.

Inallthatwehavedone,wehavebeenconcerned

todothebestforeverychildinthecountry.

Becausewebelievethateverychildmatters,we

aredeterminedtoprovidesupportforchildren

whentheyfacesetbacksordifficultiesintheir

learning,includingthosewithspecialeducational

needs(SEN).Wearealsocommittedtochallenging

andstretchingthosecapableofachievingmost,

anddeterminedthatwewillbreakthelink

betweendisadvantageandpooreducational

achievement.

Itisnolongerenoughtohaveaschoolssystem

thatmeetstheneedsofmostchildrenmostofthe

time.Theworldischangingfastandthismeans

thatwemustensurethateveryyoungperson

completestheireducationhavingachievedwell

andequippedtogoonlearningthroughoutlife.

ThePupilandParentGuaranteesareattheheart

ofourdrivetodeliverthebesteducationforevery

child–includingthosechildrenwhoface

difficultiesinlearning,suchasthosewithSEN,

thosewhoarelookedafterbylocalauthoritiesand

thosefromdisadvantagedbackgrounds.Defining

theGuaranteesintermsofwhatpupilsand


parentscanexpectisanimportantreformwhich

shiftsthefocusontomeetingtheneedsofparents

andpupils,prioritisingresultsratherthan

processes.Thatsaid,theGuaranteesbuildon

existinggoodpracticealreadyinevidenceinour

schools.

Reflectingtheirimportance,wehaveplacedthe

PupilandParentGuaranteesonthefaceof

legislation3.

The Pupil Guarantee

Thelegislationexplainsthateveryaspectofthe

PupilGuaranteemustsupportoneormoreofthe

followingfiveambitionsforallpupils:

●● everypupilwillgotoaschoolwherethereis

goodbehaviour,strongdiscipline,orderand

safety;

●● everypupilwillgotoaschoolwheretheyare

taughtabroad,balancedandflexible

curriculumincludingskillsforlearningandlife;

●● everypupilwillgotoaschoolwheretheyare

taughtinawaythatmeetstheirneeds,where

theirprogressisregularlycheckedandwhere

particularneedsarespottedearlyandquickly

addressed;

●● everypupilwillgotoaschoolwheretheytake

partinsportingandculturalactivities;and

●● everypupilwillgotoaschoolwhichpromotes

theirhealthandwellbeing,wheretheyhave

thechancetoexpresstheirviews,andwhere

theyandtheirfamilyarewelcomedand

valued.

3 Sections1to3oftheChildren,SchoolsandFamilies[Act2010],subjecttothewillofParliament.

ThePupilGuaranteeaccordinglysetsoutaseries

ofentitlementsundereachoftheseambitions.

Someoftheentitlementsareforallpupils.All

pupilsareentitledtoabroadandbalanced

curriculumandtobetaughtbyskilled,well-

trainedteachersinwell-ordered,safeand

disciplinedclassrooms.Allpupilsdeservethe

chancetotakepartinsportingandcultural

activitiesandtohavetheirsayabouttheirschool.

Allpupilsinsecondaryschoolwillbenefitfrom

personaltutoringandgoodadviceandguidance

ontheoptionsforfurtherlearningandthecareers

opentothem.

Otherentitlementsaretargetedatspecificgroups

ofpupils.Thesearenotuniversalbutratherare

designedtomeettheparticularneedsthat

individualchildrenandyoungpeoplemayhaveat

differentpointsduringtheirschoolcareers.These

includetheimportantnewprovisionsforone-to-

oneandsmallgroupteachinginliteracyand

numeracywhicharedesignedtoensurethat

childrenwhoarenotmakingthenecessary

progressinthesecoreareascatchupanddonot

fallfurtherbehindatsecondaryschool.They

includetootheexistingprogrammesforgifted

andtalentedpupils,whicharesoimportantin

ensuringthatthebrightestpupilsachieveallthat

theycan.

SomeoftheentitlementsinthePupilGuarantee

arenew,whilemanyhaveexistedforanumberof

years.Wearepublishingthemtogetherinone

documentbecauseitisimportantforchildren,

schoolsandfamiliestohaveaccesstoa

comprehensiveaccountofwhatchildrenand

youngpeoplecanexpectfromtheirschoolcareer.

ThePupilandParentGuarantees 7

ThisPupilGuaranteerepresentstheculminationof

thereformsofthepast12years.

The Parent Guarantee

Theinvolvementofparentsandcarersisvitalto

childrenandyoungpeople’ssuccess.Some

parentsandcarersfinditeasytonavigatethe

systemandarecomfortableandconfident

communicatingwithschoolsandlocalauthorities.

Othersfindthisdifficult,eventhoughtheyarejust

asanxiousfortheirchildrentodowell.Wewantto

supportallmothers,fathersandothercarerstobe

activepartnersintheirchildren’slearning,so

alongsidethePupilGuaranteeandthepupil

ambitions,thelegislationprovidesforaParent

Guaranteeandsetsoutaseriesofparent

ambitions.

Theparentambitionsare:

●● forallparentstohaveopportunitiestoexercise

choicewithandonbehalfoftheirchildren,and

tohavetheinformationandsupporttheyneed

tohelpthemdoso;

●● fortheretobe,forallparents,ahome-school

agreementoutliningtheirresponsibilities,and

thoseoftheschool,fortheirchildren’s

schooling;

●● allparentstohaveopportunitiestobe

engagedintheirchildren’slearningand

development,andtohavetheinformationand

supporttheyneedtohelpthemdoso;and

●● allparentstohaveaccesstoavarietyof

activities,facilitiesandservices,including

supportandadvicewithregardtoparenting.

The effect of the Pupil and Parent Guarantees

ThePupilandParentGuaranteesinlargepart

reflectexistinglegislativerequirementsandcodify

existingexpectationsofschools.Someofthese

requirementsderivefromlegislationdatingback

totheEducationReformAct1988.Inasmall

numberofimportantareasweareintroducing

newentitlements–forexample,one-to-one

tuition,personaltutoringandstrengthenedhome-

schoolagreements.ThroughtheGuaranteeswe

havesetoutacomprehensivepictureinplain

Englishofwhateverychildandyoungpersoncan

expectoftheirschool,andwhatparentsand

carerscanexpecttoo.

Further,theGuaranteesalsoaddimportantnew

entitlementswhichmoveforwardthecauseof

personalisedlearning.Wehaveincludedasystem

forthingstobeputrightwhereapupilorparent

isdeniedoneoftheGuarantees.

Foralltoplaytheirpart,weneedgood

communicationsandgoodrelations.The

Guaranteesarepartofthat–theyhelptocreatea

systemwhereallareclearaboutwhatparentscan

expectschoolstodofortheirchildrenandwhat

parentsinturnshoulddotosupportschools.They

provideinoneplaceanaccountofthekey

componentsofagoodeducationwiththefocus

onpupilsandparents.

TheGuaranteesareaboutrespectandmutual

responsibility.Justasschoolsshouldofferchildren

whattheyneedtothriveandsucceedinlife,there

isaresponsibilityonpupilsandparentstomake

thatpossible.Pupilsmustarriveattheschoolgate

readyandwillingtolearn.Theambitiontohave


goodbehaviour,strongdiscipline,orderand

safetyinschools,andtherevisedhome-school

agreements,relymostofallonpupilsandparents

understandingtheirresponsibilitiesalongside

theirrights,andbeingheldtoaccountforthem.

Webelievethatschoolsshouldhaveflexibilityin

thewaytheyallocatetheirresourcesandinthe

waystheyorganisethemselvestoprovidefortheir

pupils,andthePupilandParentGuaranteesare

framedwiththisinmind.So,forexample,the

newsecondarycurriculumandtheproposednew

primarycurriculumfocusonreducingthelevelof

prescriptiontheycontain.Theintentionis

tocreategreaterfreedomforteacherstousetheir

professionaljudgementandexpertisetodesign

thecurriculum,tailoringteachingandlearningto

localcircumstancesandtheneedsofallthe

childrenintheircare.TheGuaranteesalso

recogniselocalflexibilityinsomeplacesby

indicatingthatgoverningbodies,headteachers,

localauthoritiesorothers“should”dosomething

(ratherthanthatthey“must”doit),allowingthem

totakeaccountoflocalcircumstances.

Accountability for the Pupil and Parent Guarantees

BecausetheprovisionsinthePupilandParent

Guaranteesaresoimportant,parentsandcarers

musthaveconfidencethattheirchildwillreceive

hisorherentitlementsundertheGuarantee.Itis

ourbeliefthatschoolsandlocalauthoritieswill

taketheirlegalresponsibilitiestodeliverthe

Guaranteesextremelyseriously.

Wehaveprovidedforanefficientandeasy-to-use

systemforpupilsorparentswhoareconcerned

thattheyaremissingoutonanypartofthe

Guaranteewhichheorsheshouldbereceiving.

Thecomplaintssystemweareputtinginplacewill

befairtoparentsandtoschools.

AllmaintainedschoolsandallAcademiesmust

alreadyhavearrangementsinplacetoconsider

anycomplaintsfromparents.Butforthoserare

caseswhereconcernsandcomplaintscannotbe

resolvedatschoollevel,parentscanasalastresort

taketheircomplaintfurther.Parentscancomplain

totheLocalGovernmentOmbudsmanwheretheir

complaintrelatestoamaintainedschooloralocal

authority.ParentscancomplaintotheYoung

People’sLearningAgencywheretheircomplaint

relatestoanAcademy.

9

Part 1: How the Pupil and Parent Guarantees work

1. ThePupilGuaranteeprovidesimportantnew

entitlementsforpupilsatmaintained

schools,maintainednurseryschools,

maintainedspecialschools,ShortStay

Schools4(previouslyknownasPupilReferral

Units),Academies,CityTechnologyColleges

(CTCs)andtheCityCollegeforthe

TechnologyoftheArts(CCTA).Wherethis

Guaranteedocumentrefersto“maintained

schools”,itmeansmaintainedschools,

maintainednurseryschoolsandmaintained

specialschoolsunlessotherwiseindicated5.

WherethisdocumentreferstoAcademies,it

meansAcademies,CTCsandtheCCTA,

unlessotherwiseindicated.Itismadeclear

throughoutthedocumentwhichelements

ofwhichGuaranteeapplytomaintained

schools,ShortStaySchoolsandAcademies.

2. SomeoftheentitlementsinthisGuarantee

documentareforallpupilsandsomearefor

particulargroupsofpupils(forexample,for

pupilsofparticularagesorwithparticular

needs).TheParentGuaranteeprovides

importantnewentitlementsfortheparents

ofthesepupils.TheParentGuarantee

entitlementsaredesignedtoensurethat

4 PupilReferralUnitsrenamedShortStaySchoolsunderprovisionsoftheApprenticeships,Skills,ChildrenandLearningAct2009.

5 Section39,EducationAct2002.

parentshavetheinformationandsupport

theyneedtoplaytheirpartintheirchildren’s

education.

3. AlongsidethenewentitlementsthePupil

andParentGuaranteescreate,theyalso

contain:

a. summariesofothermandatory

requirementsimposedonthebodies

listedatparagraph407ofthisdocument

byprimaryorsecondarylegislation;and

b. summariesofotherstatutoryguidance

whichthebodieslistedatparagraph407

ofthisdocumentshouldhaveregardto.

4. Theserequirementsandguidanceare

unaffectedbythePupilorParentGuarantee.

TheyareincludedintheGuarantee

documentinordertogiveparentsand

otherskeyinformationaboutwhattheycan

expectfromtheirchild’sschoolinginone

place,andareclearlymarkedatthe

beginningofeachrelevantsection.

5. WherethePupilorParentGuarantee

imposesamandatoryrequirementononeor

moreofthoselistedatparagraph407inthis

document,itsaysthattheymust ormust

not dosomething.Ineachcase,the

9


Guaranteemakesclearwhichofthese

groupstheentitlementappliesto.

6. ThePupilandParentGuaranteesalsoinclude

anumberofguidelineswhichthebodiesat

paragraph407should haveregardto,

shouldfolloworshould takeintoaccount.

Whereoneormoreoftheseguidelines

applies,theGuaranteesaysthatthebodies

listedshould orshould notdosomething.

7. Weexpectthatalltheorganisationswhich

deliverthePupilandParentGuaranteestake

theirresponsibilitiesseriously.However,itis

alsorightthatrobustandfairmechanisms

fordealingwithanyconcernsorcomplaints

abouttheGuaranteesbeputinplace.

8. Thegoverningbodyofeverymaintained

schoolmusthaveacomplaintsprocedure

andmustpublicisethis6.Complaints

proceduresvary,butgenerallyprovidefor

thecomplainttobeconsideredfirstbya

classorsubjectteacherorPersonalTutor,to

progresstomoreseniormanagementand

theheadteacherandfinallytothe

governingbody.Similararrangementsexist

forShortStaySchools(formerlyknownas

PupilReferralUnits).

9. Academiesmusthaveacomplaints

procedurewhichmustbeavailableon

requesttoparents.Theprocedure

must provideforcomplaintsto

bemanagedwithincleartimescales.Ifinitial

informalconsiderationdoesnotresolvethe

complaint,thentheproceduremustalso

6 Section29,EducationAct2002.AmodelcomplaintspolicyproducedbytheDCSFisavailableathttp://www.governornet.co.uk

includestepstoescalateacomplaint

throughbothawrittenstageand,if

necessary,ahearingbeforeapanelthat

includesatleastonememberwhois

independentoftheacademy.

10. Mostcomplaintswillberesolvedatschool

level.Whereacomplaintcannotberesolved

atschoollevel,parentsorpupilscantake

theircomplaintfurther.Forcomplaintsabout

someparticularissues,therearespecific

mechanisms,whicharedescribedin

paragraphs24–31ofthisGuarantee

document.Forcomplaintsaboutallother

aspectsoftheGuarantees,parentsorpupils

cantaketheircomplaintto:

a. theLocalGovernmentOmbudsman

(LGO)wherethecomplaintconcerns

provisionbyamaintainedschool

(includingaShortStaySchool)oralocal

authority;and

b. theYoungPeople’sLearningAgency

(YLPA)wherethecomplaintconcerns

provisionbyanAcademy.

11. WherethisGuaranteedocumentsaysthat

thestandardschoolsrouteofredressapplies,

itmeansthatthepupilorparentwill

complainusingtheschoolcomplaints

procedureand,ifthemattercannotbe

resolvedbythegoverningbody,theymay

complaintotheLGO(ortotheYPLAinthe

caseofAcademies).Whereitsaysthatthe

standardlocalauthorityrouteofredress

applies,itmeansthatthepupilorparentwill

complainusingthelocalauthority’s

complaintsprocedureand,ifthematter

http://www.governornet.co.uk/publishArticle.cfm?topicAreaId=28&contentId=712&pageStart=11&sortOrder=c.title


cannotberesolvedthroughthisroutethey

willbeabletocomplaintotheLGO.

Children with Special Educational Needs

12. Around20percentofchildrenwillhave

specialeducationalneeds(SEN)atsome

pointduringtheirschoolcareer.School

governingbodiesandlocalauthoritieshave

dutiestoidentifyandassesschildren’sSEN

andmakesuitableprovisiontomeettheir

specialeducationalneeds.Thegoverning

bodiesofmaintainedschoolshaveadutyto

usetheirbestendeavourstomakethe

specialeducationalprovisionthatthe

learningdifficultiesofachildwithSENcall

for7.Localauthoritieshaveaduty,where

necessary,toassessthespecialeducational

needsofchildrenintheirareas,todrawup

statementsofspecialeducationalneedsand

toarrangethespecialeducationalprovision

specifiedinthestatements.

13. Whereapupilataschoolhasastatementof

specialeducationalneeds,thestatementwill

specifythespecialeducationalprovisionto

bemadeforthatchild.Thelocalauthorityis

underastatutorydutytoarrangethespecial

educationalprovisioninthestatement.

Wherethatprovisionfulfilselementsof

thePupilorParentGuaranteethen

thegoverningbody’sdutytoarrangefor

thepupiltoreceivehisorherentitlementto

thatelementoftheGuaranteewillhave

beenmet.

14. Wherearrangingthespecialeducational

provisionmakesitimpossibletomeetthe

7 UnderSection317oftheEducationAct1996.

termsoftheGuaranteethenthedutyto

arrangethatprovisionwilltakeprecedence

overtheGuarantee.However,where

thestatementedspecialeducational

provisionprovideslessthanthePupiland

ParentGuarantees,thenthechildmust not

bedeprivedofhisorherentitlement

undertheGuaranteejustbecauseheorshe

hasastatement.

What happens if there are problems: the role of the Local Government Ombudsman and the Young People’s Learning Agency

15. TheLocalGovernmentOmbudsman(LGO)

providesafreeandaccessiblecomplaint

handlingserviceforparentsandpupilswith

complaintsaboutmaintainedschools8.The

LGOwillconsidercomplaintsonthebasisof

whetherasignificantinjusticehasbeendone

toapupilorparentbytheirbeingdeniedone

oftheGuarantees.Hemakesindependent,

evidencebaseddecisionsoncomplaintsthat

aremadetohimbyspeakingtothosewho

havebeeninvolved.Heconsidersallofthe

availableevidenceandinformationaboutthe

matterindisputeaswellasanyrelevant

legislation,guidance,policiesandprocedures

thatmaybeapplicable.TheLGOhasthe

powertorequirepeopletogivehimthe

informationheneeds.

16. TheLGOhasbroaddiscretionwhen

consideringwhethertoinitiate,discontinue

orcompleteaninvestigation.Someofthe

8 Chapter2,Part10oftheApprenticeships,Skills,ChildrenandLearningAct2009.


factorswhichinformthesedecisionsarethe

extentofpersonalinjusticeclaimed;whether

thecomplainthasbeenbroughttotheLGO

inatimelyfashion;orifthereare

opportunitiestoresolvecomplaintswithout

completingformalinvestigationsthrough

agreeingacommonwayforwardor

mediation.TheLGOcandiscontinuean

investigationifheconsidersthatthe

complaintisunfoundedorthatthereisno

realinjusticeatstake,orifheissatisfiedwith

theactionthattheschoolgoverningbodyor

localauthorityconcernedhasalreadytaken.

Hewillnormallyonlyconsidercomplaints

thatrelatetoaninjusticewhichhastaken

placeintheprevious12months.

17. Inexercisinghisdiscretion,theLGOisaware

that,whilstthePupilandParentGuarantees

setoutanumberofprescribedentitlements

which“must” bedelivered,anumberof

“should”provisionsalsoexist.Theseprovide

guidancetoschoolsandothersformaking

informeddecisionsabouthowtheybest

manageandconducttheiractivitiesonan

individualbasis.

18. IftheLGOupholdsacomplaint,thenhewill

looktotheschoolorlocalauthoritytoput

thingsright(dependingonwhichofthese

hadtheresponsibilityfordeliveringthe

entitlementintheGuaranteewhichwasthe

subjectofthecomplaint).TheLGOwill

proposeatimely,proportionateandfair

remedyhavingfirsttakenaccountofthe

viewsoftheboththecomplainantandthe

schoolorlocalauthorityconcerned.

19. TheLGOcanrecommendoneormoreofthe

following:

a. wheretherehasbeenafailuretomake

provisionpromisedintheGuarantees,

theLGOcouldseektoensurethatitis

delivered;

b. adifferentactionbytheschoolor

provider,whichmaybeappropriate

whensomethingtowhichaparentor

pupilisentitledhasnotbeenprovided

forasignificanttimetotheirdetriment;

c. thatanapologybegiven;

d. thatpracticesbechangedforthefuture;

and

e. thattheschoolorlocalauthorityprovide

additionaltrainingforitsstaff.

20. Whereschoolgoverningbodiesorlocal

authoritiesdonotcomplywiththeLGO’s

recommendations,theLGOhasthepowerto

publicisehisfindings(whereappropriateto

doso),andtorequirethattheschoolorlocal

authorityconcernedpublishitsresponse.

AlthoughtheOmbudsmandoesnothave

thepowerto“direct”schoolgoverning

bodiesorlocalauthoritiestobehaveina

particularway,theSecretaryofStatefor

Children,SchoolsandFamilieshasthepower

todoso(inresponsetoarequestfromthe

Ombudsman,orindependently)ifheis

dissatisfiedwiththeactiontheschool

governingbodyorlocalauthorityhastaken,

orproposestotake,inresponsetotheLGO’s

recommendations.


21. TheLGO’sroleinrelationtotheGuarantees

isnottopromoteentitlementsinthe

communityinageneralsensebutratherto

providespecific,direct,redressforthe

entitlementslaidoutinthePupilandParent

Guarantees.

22. Theimportanttaskofpromotingawareness

ofawiderangeofentitlementsforchildren

andyoungpeopleinthecommunityremains

akeyroleoflocalauthorities.Localauthority

scrutinycanbeapowerfultoolforenabling

localpeoplethroughtheirdemocratically

electedrepresentativestoinfluence

decisionswhichaffecttheirday-to-daylives.

Forinstance,localauthorityscrutiny

committeescanundertakereviewsofhow

thelocalauthorityisprovidingaspecific

service,includingeducationservices,and

makerecommendationsonhowthelocal

authoritymaybetterprovidethatservice.

Wherelocalauthoritieshaveadirectrolein

theprovisionofredress,itisclearlymarked

inthePupilandParentGuarantees.

23. InrelationtoAcademies,thefreeand

accessiblecomplaintshandlingservicewill

beprovidedbytheYoungPeople’sLearning

Agency(YPLA).TheSecretaryofStatehas

signedaFundingAgreementwithevery

Academy.Thoseagreementsmakeclearthe

obligationsofeachAcademy.Infuture,the

YPLAwillberesponsibleforensuringthat

Academiesmeetthecontractual

requirementswithintheirFunding

Agreementsandanyadditionalstatutory

obligations–thiswillincludeany

requirementswithinthePupilandParent

Guarantees.TheYPLAwillthereforebe

responsibleforhandlingcomplaintsfrom

pupilsandparentswhereanindividual

academymaybefailinginitsobligations

underthePupilandParentGuarantees.The

YPLAwillhavesimilarpowerstotheLGOto

askAcademiestotakeactiontoremedyany

failuretomeettherequirements.Where

suchfailuresarenotremedied,areferralto

theSecretaryofStatemaybemade.

Other rights available to parents

24. Whereappropriatealternativeroutesexist

fordealingwithcomplaintsaboutspecific

issues(e.g.acomplainttotheSchools

Adjudicatorinrelationtoadmissionsoran

appealtotheFirst-tierTribunal(SEND)ona

specialeducationalneedsordisabilityissue),

thenpupilsorparentswillusetheseroutes.

TheLGOwillnotinvestigatecomplaintsin

thesecases,sincetheywillbebeyondhis

jurisdiction.

25. Admissionauthoritieshaveastatutoryduty

toconsultparentswhendetermining

admissionarrangements.Onceadmissions

arrangementshavebeendetermined,

parentshavetherighttoreferanobjection

totheSchoolsAdjudicator(ortotheYPLA,

whichwillconsidertheobjectiononbehalf

oftheSecretaryofStateinthecaseof

Academies)iftheyconsiderthattheydonot

complywiththelaworthemandatory

requirementsoftheSchoolAdmissions

Code.

26. Parentsandpupilsaged18orovercan

appealtoanindependentappealspanel


followingapermanentexclusionfroma

schoolandweexpectthisprocessto

continueasatpresent.Thepanel’sdecision

isfinal.

27. Therightsofparentstocomplaintothe

OmbudsmanortheYPLAinrelationtothe

PupilGuaranteedonotaffectanyrightsthey

mayhavetoseekaJudicialReviewofa

school’sdecisioninrelationtothePupil

Guaranteeandtheirchild.Anumberofthe

obligationsofheadteachers,governing

bodiesandlocalauthoritiesinthePupil

Guaranteeareexistingstatutoryduties,

orareimposedasrequirementsbythis

document.Whereaparent,orapupil,hasa

righttobringjudicialreviewproceedingsin

respectofanybreachofthosestatutory

dutiesderivingfromthisdocument,sucha

rightisunaffectedbytheGuarantee.Any

complainttotheLocalGovernment

Ombudsmandoesnotalteranyrightwhich

aparentorpupilmayhavetocommence

legalproceedings.Pupilsandparentsshould

considertakingadvicefromaqualified

lawyerbeforecommencinganylegal

proceeding.

28. Theparentsofachildwithspecial

educationalneeds(SEN)havetherightto

askthelocalauthoritytoassesstheirchild’s

SEN.Localauthorities,wherenecessary,have

adutytoconductsuchanassessment,draw

upanSENstatementandarrangethespecial

educationalprovisionsetoutinthe

statement.Theinteractionbetween

statementsofSENandthePupilandParent

Guaranteesaresetoutinparagraphs12–14.

29. Educationlawalsogivesparentstherightto

appeallocalauthoritydecisionsabout

assessmentsandstatementstotheFirst-tier

Tribunal(SEND).Thatistheappropriate

forumtoappealthesedecisionsratherthan

throughtheseGuarantees.

30. Parentsalsohavetherighttocomplainto

OFSTEDaboutcertainmattersrelatingto

theirchild’sschool9,includingthat:

a. theschoolisnotprovidingagood

enougheducation;

b. thepupilsarenotachievingasmuchas

theyshould,ortheirdifferentneedsare

notbeingmet;

c. theschoolisnotwell-ledandmanaged,

oriswastingmoney;and

d. thepupils’personaldevelopmentand

wellbeingarebeingneglected.

31. However,OFSTEDcannotanddoesnot

investigatecomplaintsaboutmattersthat

relateonlytoindividualchildren.Therightof

parentstocomplaintoOFSTEDisnot

affectedbytheGuarantee.

9 EducationandInspectionAct2006.Seealsohttp://www.ofsted.gov.uk

http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-all-by/Other/General/Complaints-procedure-raising-concerns-and-making-complaints-about-Ofsted

15

Part 2: The Pupil Guarantee

This Part constitutes the Pupil Guarantee10

Pupil ambition 1: Good behaviour, strong discipline, order and safety in every school

32. UnderthisAmbition,paragraphs34–56

describeexistinglegalrequirementsand

paragraphs58–67providenewentitlements

underthePupilGuaranteeitself.

33. InthisChapterallreferencestomaintained

schoolsmeanallmaintainedschools–

includingnursery,primary,secondaryand

specialschools.Referencestoheadteachers

andgoverningbodiesmeanthehead

teachersandgoverningbodiesofthose

schools.Theyalsomeanprincipalsand

AcademyTrustsinthecaseofAcademies.

ThischapteralsoappliestoShortStay

Schoolsandreferencestoheadteachersand

governingbodiesalsoincludetheteachers

inchargeandmanagementcommitteesof

ShortStaySchools(SSSs).

Guarantee 1.1: All schools have effective

policies in place to promote good behaviour

and discipline

10 Thetechnical,legally-bindingPupilGuaranteeisconstitutedbythispartofthedocument.

34. TheGovernment’sbehaviourimprovement

strategy11setsoutindetailthemeasuresthe

Governmentistakinginpartnershipwith

schoolsandlocalauthorities,todeliverthe

behaviourelementsofthePupilGuarantee.

Thisincludesensuringthatteachersarefully

awareandmakeuseoftheirpowersto

enforceschooldisciplineandtacklebullying,

andthatparentsandpupilsunderstandthe

school’spowerstodisciplineandtheir

responsibilitiestosupporttheschool’s

behaviourpolicy.

35. Everymaintainedschool,ShortStaySchool

andnon-maintainedspecialschoolmust12

haveabehaviourpolicy,including

disciplinarymeasures,determinedbythe

headteacherinthelightofprinciplessetby

thegoverningbody.Theheadteachermust

publicisethemeasuresinthebehaviour

policyanddrawthemtotheattentionof

staff,allpupilsandallparentsatleastoncea

year.Governingbodiesmustensurethat

policiesdesignedtopromotegoodorder

11 BehaviourChallengelaunchedon30September2009at:www.teachernet.gov.uk/wholeschool/behaviour/bc/

12 Formaintainedschools(includingnursery,special,andShortStaySchools)andfornon-maintainedspecialschools,therelevantlegaldutiesaresetoutinsections88–89oftheEducationandInspectionsAct2006.SimilardutiesareplacedonAcademies,undertheirFundingAgreementwiththeDepartmentundertheIndependentSchoolsStandardsRegulations[2010].

www.teachernet.gov.uk/wholeschool/behaviour/bc/


anddisciplinearepursuedattheschooland

headteachersmustdeterminemeasures

aimed(amongotherthings)atsecuringan

acceptablestandardofpupilbehaviour,

encouragingself-disciplineandrespect

amongpupils,andpreventingallformsof

bullying.

36. TheDepartment’sguidanceonpupil

behaviour13explainsthedutiesongoverning

bodiesandheadteachers,inmoredetail.

TheGovernment’sbehaviourstrategy

encouragesschoolstointerveneasearlyas

possiblewithpupilswhosebehaviourisnot

acceptablesothataschool’soverallstandard

ofbehaviourisnotunderminedandthat

disruptivepupilsarebroughtbackontrack.

37. GoverningbodiesmustpublishaDisability

EqualityScheme14.Thegoverningbody

mustinvolvepupilsinthedevelopmentof

theirDisabilityEqualityScheme,including

collectingtheviewsofdisabledpupilsabout

howschooldisciplineandbehaviourpolicies

impactonthem.TheDepartment’s

behaviourguidanceprovidesfurtheradvice

onthisaswellasdetailedadviceontaking

accountoftheneedsofvulnerablepupils,

includingdisabledpupils.

38. Theexclusionsguidance15alsomakesclear

thatheadteachersshould useexclusionsas

alastresortinthecaseofpupilswithSEN

(boththosethathavestatementsofSENand

13 School Discipline and Pupil Behaviour Policies: Guidance for Schools

14 TheDisabilityDiscrimination(PublicAuthorities)(StatutoryDuties)Regulations2005

15 Improving Behaviour and Attendance: Guidance on Exclusion from Schools and Pupil Referral Units 2008

thosethatdonot)andthattheyshouldtake

accountofwhetherreasonableadjustments

havebeenmadebeforemakingadecisionto

excludeadisabledpupil.Thegoverning

bodyhasadutytoensurethatreasonable

adjustmentshavebeenmadetoprevent

discriminationagainstdisabledpupils.

Reasonableadjustmentscaninclude

developingstrategiestopreventormanage

apupil’spoorbehaviourordrawingon

expertadvicetotrainpupilsandstaff.The

guidancealsohighlightsthe

disproportionatelyhighrateofexclusionfor

BlackCaribbeanandMixedBlack/White

Caribbeanpupils.Thegoverningbodiesand

headteachersofschools/ShortStaySchools,

throughbehaviourandattendance

partnerships,shoulddevelopeffectiveearly

interventionstrategiesandcommission

servicestoaddresstheseissues,andshould

ensurethatallstaffaretrainedtounderstand

howtheirownperceptions,valuesand

beliefsaffecttheirinteractionwithpupils

fromblackandminorityethnicbackgrounds.

39. Parentswillbeexpectedtosignalthatthey

understandandwillabidebyschools’key

policies(includingtheirbehaviourpolicy)

duringtheapplicationprocess.Thiswillbe

reinforcedfollowingadmission,when

parentswillbeaskedtosigntheirchild’s

home-schoolagreement(HSA)(thehead

teachermayalsoaskpupilstosigntheirHSA

ifthepupilhassufficientunderstanding).

TheHSA,whichwillberenewedannually,

willsetouteachpupil’slearning,

developmentalandbehaviouralgoals.Itwill


helpschools,parentsandpupilstowork

togethersothatallpartieshaveconsistent

expectationsoftheirrolesand

responsibilitiesinhelpingchildren’slearning,

andsupportingbetterbehaviourinthe

classroom.Failuretocomplywiththe

behaviouralelementsoftheHSAmaybe

takenintoaccountwhenconsiderationis

beinggiventoParentingContractsor

Orders.Whilstthereisnorequirementfor

ShortStaySchoolsorotheralternative

providerstohaveHSAs,theymaychooseto

dosovoluntarily.

Guarantee 1.2: All schools have effective

policies in place to prevent and tackle all

forms of bullying

40. Governingbodiesmust promotecommunity

cohesionandthewellbeingofpupilsintheir

schools16andexercisetheirfunctionswitha

viewtosafeguardingandpromotingthe

welfareofpupils17.Headteachersmustalso

determineandpublicisemeasuresaimedat

preventingallformsofbullyingamong

pupils.Governingbodiesmustensurethat

thereisaprocedureinplace,forrecording

incidentsofbullyingbetweenpupils,and

incidentsofverbalorphysicalabusetowards

schoolstaff,andthatthisprocedureis

followed18.

41. Eachgoverningbodymusthaveapolicyon

bullying,whichmaybepartoftheschool’s

16 Section21(5)oftheEducationAct2002.SimilarrequirementsareappliedtoAcademiesthroughtheirFundingAgreements.

17 Section175(2)oftheEducationAct200218 NewRegulationsmadeunderSection21oftheEducation

Act2002andEducation(PupilReferralUnits)(ApplicationofEnactments)(England)Regulations2007

widerbehaviourpolicy.Inframingthese

policiesandprocedures,governingbodies

shouldtakeaccountofthefactthatpupils

withSENanddisabilitiescanbeparticularly

vulnerabletobullying.Moreadviceand

guidanceiscontainedinDCSFguidancefor

schoolstohelpthemrecognise,preventand

tacklebullying19.

Guarantee 1.3: All schools involve pupils in

developing and reviewing the school

behaviour policy

42. Governingbodiesmustreviewtheschoolor

ShortStaySchoolbehaviourpolicy.This

shouldbedoneatleastonceeverytwo

years.

43. Whenthebehaviourpolicyisreviewed,

governingbodiesmust consultallpupils

andparents.Governingbodiesmustdraw

thebehaviourpolicytotheattentionof

parentsandpupilsatleastonceeveryyear.

Theconsultationcanbeorganisedinvarious

waysbutmust bedoneinsuchawaythatall

pupilshavetheopportunitytoexpresstheir

views.Thisshould,inparticular,take

accountofwaysinwhichpupilswithspecial

educationalneeds,includingthosewith

communicationdifficulties,cancontribute.

Guarantee 1.4: All schools engage with

parents when a pupil fails to attend school

regularly, persistently misbehaves or is

excluded

44. Parentsmustbegiven24hourswritten

noticebeforethepupilisputindetention

19 DCSFpublicationSafe to Learn


outsidenormalschoolhours.Parentsmust

alsobeinformedaboutexclusionsasthey

happen20.

45. Governingbodiesshould adoptaninclusive

ethosandconsiderdifferentstrategiesto

addresspoorbehavioursothatinmostcases

exclusionisusedasthelastresort.Pupils

shouldbeinvitedandencouragedbythe

headteachertogivetheirviewsandto

attendgoverningbodyreviewmeetings

wheretheycanstatetheircase.Pupils

shouldbeallowedtostatetheircaseatall

stagesoftheexclusionprocess,where

appropriate,takingaccountoftheirageand

understanding.Theheadteachermust

arrangereintegrationinterviewswith

parentsandpupilstohelpthemreintegrate

backintotheschoolorSSSfollowingthe

expiryofafixedperiodexclusion:forprimary

schoolandSSSpupilsthisisanyfixedperiod

exclusion,andforsecondaryschoolpupilsit

isexclusionsofsixdaysormore.Thepupil

shouldnormallyattendallorpartofthe

interview.Parentsmustalsoensuretheir

excludedchildiskeptoffthepublicstreets

duringschooltimeduringthefirstfivedays

ofanyexclusionasfailuretodosocanresult

inapenaltynotice(fine)orprosecution.

Duringthefirstfivedaysofapermanent

exclusion,localauthoritiesshouldarrangeto

assessthepupil’sneedsbyundertakinga

CommonAssessmentFrameworkprocess

whereonehasnotalreadybeencarriedout.

20 Section4ofTheEducation(PupilExclusionsandAppeals)(MaintainedSchools)(England)Regulations2002.SimilarrequirementsareappliedtoAcademiesthroughtheirFundingAgreements.

46. Parentsmustensurethattheircompulsory

schoolagedchild(5–16)whoisregisteredat

schoolattendsregularly21.Failuretodoso

canmeanthelocalauthoritycouldprosecute

theparent22.Alllocalauthoritiesmust

ensurethattherearesufficientschoolplaces

orsuitablealternativeprovisionforthose

withoutamainstreamschoolplaceavailable

intheirareaforallchildren.23Withthe

changeintheparticipationage,parents

mustalsocontinuetosupporttheirchildto

participateineducationandtraining

post-1624.

47. Ifaheadteacherorlocalauthorityconsiders

thatparentalinfluencecouldbebetter

broughttobearinimprovingthebehaviour

andattendanceofapupil,aParenting

Contractmaybeoffered.Itwillprovide

supporttotheparentandhelpparentstake

responsibilityfortheirchildren.Ifaparent

refusesorfailstoengagewiththeschoolor

localauthorityinattemptingtoimprovehis

orherchild’sbehaviourorattendance,the

headteacherorlocalauthoritymayconsider

applyingtothemagistrates’courtfora

ParentingOrdertocompeltheparentto

complywithcertainrequirementsincluding

attendanceatparentingclasses.

48. TheDCSFleafletforparentsWorking together

for good behaviour in schoolssetsoutthe

legalpowersthatthegoverningbody,head

teacherandstaffhaveinrelationto

children’sbehaviour,whatparentscan

21 Section7oftheEducationAct199622 Section444oftheEducationAct199623 Section13oftheEducationAct199624 EducationandSkillsAct2008


expectfromtheschoolandtheir

responsibilitiesintermsoftheirchild’s

behaviour.

Guarantee 1.5: All schools maintain a safe

environment and take measures, where

appropriate, to keep weapons out of school

49. Schoolemployers25must ensurethehealth

andsafetyofpupils,insofarasthatis

practicable26.Theemployermustalso

provide guidance,trainingandpolicyon

healthandsafetymatters.Itisforschool

employerstodeterminethemeasuresthat

theytaketocomplywiththeseduties.

50. Headteachersandschoolstaffhavethe

powertosearch,withoutconsent,pupils

suspectedofcarryingaweapon27.The

Departmenthasprovidedguidanceto

schoolsonusingthispower28.Italso

explainedinthesameguidancethat

governingbodiesandheadteachershad

existingpowerstoscreenpupilsatrandom

forweapons:‘screen’inthiscontextwould

meanusingascreeningarchorwand.There

isnospecificdutyuponheadteacherstouse

thispower;itisapowernotaduty.School

staffalsohavepowerstosearchwithout

consenttoalsoincludealcohol,illegaldrugs

25 Localauthoritiesinthecaseofcommunityandvoluntarycontrolledschools,ShortStaySchoolsandotheralternativeprovision.Governingbodiesinthecaseofvoluntaryaidedandfoundationschools.

26 ThisdutyiscoveredbytheHealthandSafetyatWorkAct1974andtheassociatedHealthandSafetyatWorkRegulations1999.

27 Thispowerissetoutinsection550AAoftheEducationAct1996,insertedbytheViolentCrimeReductionAct2006.

28 GuidanceonScreeningandSearchingPupilsforWeapons,May2007

andstolenproperty29.TheDepartment

issuedrevisedguidancetotakeaccountof

thenewpowerswhichcomeintoforcein

September2010.

51. Ifamemberofschoolstaffseizesa

suspectedillegalweaponfoundinasearch,

theymustdeliverthatweapontothepolice

assoonasisreasonablypossible.Thelaw

alsoprovidesforthetreatmentofother

itemsseizedfrompupils30.

52. Ifaheadteacherplanstousethepowerto

screenorthestatutorypowertosearch,he

orshe,indrawingupthepolicy,shouldtake

theviewsof,forexample,theemployer,

governingbodyandstaff.Information

providedtoparentsbytheschooloughtto

includerelevantinformationaboutthese

schoolsecuritymeasures;forexample,inthe

narrativesectionabouthealthandsafety.

Theheadteachercanpresentthe

informationasaschoolpolicywhichsits

alongside,andcomplements,aschool’s

policiesonbehaviourandontheuseofforce

(aheadteacherhastheoptionofusing

powerstoscreenorsearchinsupportof

measurestoensureacceptablebehaviourby

pupils).

53. Suchapolicyshould:

a. remindpupilsandparentsthatitisa

criminaloffencetohaveaknifeor

offensiveweaponinschoolandthatthe

penaltiesforapupilonconvictioncanbe

severe;and

29 Section242,Apprenticeships, Skills, Children and Learning Act 2009 and [forthcoming] Regulations for Short Stay Schools

30 Section242,ASCLAct2009


b. includedetailsofhow,whenapupilis

suspectedofcarryingaweaponbut

schoolstaffchooseinthisparticular

instancetocallthepoliceinsteadof

usingthepowertosearch,schoolstaff

willmanagethepupilinordertokeep

otherpupilsandstaffreasonablysafe

whilethepolicearenotpresent.

54. Ifaschoolhassuchapolicy,thehead

teachercanauthoriseamemberofstaff

eithergenerallytoconductsearches,or

particulartypesofsearches,ortoconducta

particularsearch.

55. Ifthelocalauthoritychoosestodrawupa

modelpolicy,schoolsmaintainedbythat

authorityshouldrefertoit,anditmightbe

helpfultootherschools,asmightadvice

fromprofessionalassociations.Thepolicy

shouldbebasedonsafetymanagement,

includingriskassessment.Itshouldinclude

advicegivenbytrainerson,forexample,

weaponsawareness,searching,likely

scenariosandcontrolmeasures.

56. Headteachersshouldensurethey

understandthelocalcontextandany

particularrisksorvulnerabilitiestheirpupils

mayface.Theyshouldworkwiththepolice

andlocalauthoritypartnerstoaddressthese

needs,includingagreeinginformation

sharingarrangementswithlocalpartners31.

31 Indoingthis,headteachersmayhavereferencetotheDCSFpublication“Learning together to be Safe: a toolkit to help schools contribute to the prevention of violent extremism”.

Pupil Guarantee provisions relating to behaviour, discipline, order and safety

57. ThePupilGuaranteeextendsexisting

entitlementsbytheprovisionsinparagraphs

58–67below.

Guarantee 1.6: That all pupils know what

behaviour is expected of them and the

consequences of misbehaving

58. Thegoverningbodyandheadteachermust

consultandcommunicatewithpupilsabout

theschoolbehaviourpolicy.Thehead

teacher/teacherinchargeshouldensure

thatexpectedbehaviourstandardsandthe

consequencesofmisbehavingareeffectively

communicatedtochildrenandyoung

peopleinschools.

59. TheGovernmenthasissuednewadviceto

pupils32whichclearlycommunicatestheir

ownresponsibilitiesforgoodbehaviourin

schoolsandtheconsequencesof

misbehaviour.Usingon-linetechnology,

thisadvicemakesclearhowpupilsoughtto

respectschoolrulesandinstructionsfrom

teachers,showrespectforothers,not

toleratebullyingandcontributeactively

totheirownlearningandtobehaviour

standardsinschool.

60. Thesemessagestopupilshavebeen

reinforcedbyinformationforparents–both

throughabookletanddiscussiongroups

thatwehavearrangedthroughparent

teacherassociations–toensurethey

understandandcanexplaintochildren

32 [forthcoming]


aboutexpectedbehaviourstandardsand

whatschoolscandotoenforceschool

discipline.InpartnershipwiththeNASUWT,

wehavealsoissuedadvicetoschoolson

theirlegalpowers,whichisnowavailable

bothasaleafletandasaposterfordisplay

inschools.

61. Thisnewadvicebuildsontheexistinglegal

dutyongoverningbodies(andmanagement

committeesofShortStaySchools)toconsult

regularlyonthegeneralprinciplesofthe

school’sbehaviourpolicyandtoincludeall

pupilsinthatconsultation.Italsobuildson

thedutyoftheheadteacherto

communicatethebehaviourpolicy–

includingrules,punishmentsandmeasures

forrecognisinggoodbehaviour–topupils,

parentsandstaff.Headsdothisusinga

varietyofchannelssuchastheschool

prospectus,classroomdisplays,theschool

libraryandpupil/staffplanners.Withthe

newcommunicationsdrivethatwe

haveundertaken,allpupilsoughtnowto

knowwhatbehaviourisexpectedofthem

andwhatconsequencesschoolsareableto

imposeiftheybreakschoolrules,defy

teachers’instructionsorotherwisebehavein

awaythatisnotacceptable.

Guarantee 1.7: That all pupils have the

opportunity to have their say about

standards of behaviour in their school

62. Governingbodies,managementcommittees

andlocalauthoritiesarealreadyrequiredto

haveregardtostatutoryguidanceon

consultingwithpupils33andtheguidance

‘Working Together: Listening to the voices of

children and young people’publishedinMay

2008.Wewanttoensurethatschools,

includingAcademies,arecommittedto

involvingallpupilsintherunningoftheir

school,includinghavingasayonbehaviour

standardsandpreventingbullying.Statutory

guidancesetsoutarangeofwaysinwhich

schoolscanengagewiththeirpupils.All

pupilsshouldbemadeawareofhowtheir

schoolengageswiththemontherunningof

theschool,thebenefitsofparticipation,and

howtheycangetinvolved,iftheywish.

63. Thegoverningbody,headteacherandstaff

shouldbelisteningtopupils’viewsabout

howtheirbehaviourpolicyisworkingin

practice.Thewellbeingindicatorswhich

schoolsshoulduseinevaluatingtheir

contributiontowiderpupilwellbeing,and

whichOfstedwilluseininspection,will

collectinformationonpupils’viewsin

relationtobullyingandhowsafepupilsfeel

whileinschool.

64. Inconsultingwithpupils,governingbodies

andheadteachersshould takeaccountof

children’sdifferingabilitiestogivefeedback

andparticipatee.g.includingwherethey

havespeech,languageandcommunication

needs.

Making this section of the Pupil Guarantee work for pupils and parents

65. Thestandardschoolsrouteofredresswill

apply.Examplesofissuesthatparentsmight

33 Section176oftheEducationAct2002


bringforwardascomplaintswouldinclude

concernsthat:

a. thebehaviourpolicyisnotbeing

enforcedbytheheadteacherandschool

staff;

b. achild’seducationisbeingdamaged

becausetheschool/ShortStaySchool/

otheralternativeproviderisnotadhering

toitspolicy;

c. thegoverningbody,headteacherand

schoolstaffarenotdealingwith

children’smisbehaviourproperly;and

d. achildhasbeenorisbeingpunished

unreasonablyorinamannerthatisnot

consistentwiththeschool’sbehaviour

policy.

66. Governingbodies,headteachersandschool

staffneedtotacklebehaviourwhichdisrupts

theeducationofotherchildrenwhateverthe

cause.Thisincludesanycaseswherepoor

behaviourresultsfromthespecial

educationalneedsordisabilitiesofchildren.

Inanysuchcases,governingbodiesand

headteachersshouldconsiderwhether

enhancedoralteredsupportand

interventionsfordisabledchildrenandthose

withSENwilladdressthesechildren’s

behaviouraldifficulties.

67. Whendealingwithcomplaintsfromparents

ofotherchildrenaboutthebehaviourof

childrenwithSENordisabilties,schoolswill

havetotakeaccountoftheirdutiesunder

theDisabilityDiscriminationActnotto

discriminateagainstthechildforareason

relatedtotheirdisabilitywithoutjustification

andtopromotepositiveattitudestowards,

andeliminateharassmentof,disabled

children34.

Pupil ambition 2: A broad, balanced and flexible curriculum including skills for learning and life for all pupils


describeexistinglegalrequirementsonlocal

authorities,governingbodiesandhead

teachersandmanagementcommitteesand

teachersinchargeofShortStaySchoolsand

paragraphs75–106arenewentitlements

underthePupilGuaranteeitself.

69. Academiesaregrantedflexibilityinthe

curriculumtheyteachtoallowthemtoraise

standardsintheoftenverychallenging

circumstancesinwhichtheyoperate.So,the

Guaranteesunderthisambitiondonotapply

toAcademies–exceptwheretheyarepart

ofthe14–19agendaaspartofRaisingthe

ParticipationAge.Academiesarerequiredto

teachabroadandbalancedcurriculumwith

anemphasisonaparticularspecialismor

specialisms,butareonlyrequiredtoteach

theNationalCurriculumprogrammesof

studyinrelationtoEnglish,mathematics,

ScienceandPSHE.

70. ShortStaySchoolsandotheralternative

provisiondonothavetoprovidethe

NationalCurriculumforEngland.Forthis

reason,withtheexceptionofthebroadaims

ofGuarantee2.1,noneoftherestofthis

sectiononthecurriculumappliestochildren

34 DisabilityDiscriminationAct2005


inShortStaySchoolsorotheralternative

provision.ShortStaySchoolsarerequiredto

provideeducationsuitabletotheneedsof

thechild35.Statutoryguidanceonthecore

entitlementtoalternativeprovisionsetsout

whatweexpectthatsuitableeducationto

be36.

Guarantee 2.1: Provide a balanced and

broad-based curriculum which gives

opportunities to learn and achieve and which

prepares all pupils for the opportunities,

responsibilities and experiences of later life

71. Allmaintainedschools,maintainednursery

schoolsandShortStaySchoolsareundera

dutytoprovideabalancedandbroad-based

curriculumwhichpromotesthespiritual,

moral,cultural,mentalandphysical

developmentofpupilsattheschoolandof

societyandpreparespupilsattheschoolfor

theopportunities,responsibilitiesand

experiencesoflaterlife37.Everylocal

authorityinEnglandandeverygoverning

bodyandheadteacherofeverymaintained

school,maintainednurseryschooland

maintainedspecialschoolmust exercise

theirfunctionswithaviewtoensuringthat

thecurriculumattheschoolmeetsthese

requirements.

35 Section9oftheChildrenSchoolsandFamilies[Act2010]36 Statutory guidance for local authorities and schools on

Information Passports, Personal Learning Plans and the Core Entitlement for all pupils in Pupil Referral Units and other Alternative Provision – draft for consultation,DCSF,published10December2009

37 Section78EducationAct2002.Section482oftheEducationAct1996andtheIndependentSchoolsStandardsRegulationsimposesimilardutiesonAcademies.

72. Withinthebalancedandbroad-based

curriculumwhichallmaintainedschools

must provide,theNationalCurriculumfor

Englandestablishesacoreentitlementforall

pupilstobetaughtessentialknowledge,

skillsandunderstandingacrossarangeof

subjects.Thesubjectsandareaswhichmake

uptheNationalCurriculumforKeyStages

1–4aresetoutintheAct38.Allmaintained

schoolsmustteachtheknowledge,skillsand

understanding(whicharesetoutin

programmesofstudy39)inrelationtothe

areasoflearningandsubjectsoftheNational

CurriculumduringeachKeyStage.All

maintainedschoolsmustensurethatthey

teachthewholeoftheprogrammesofstudy

foreachKeyStage,buttheyarefreeto

decidewhenandhowtheyaretaughtand

howmuchtimeisspentoneach.

73. ChildrenwithSENDshouldfollowthe

curriculumalongwithotherchildren,and

thereshouldbeambitionforchildrenwith

SENDtoachieve.Thelawallowsforchildren

withstatementstohaveallorpartofthe

NationalCurriculumdisappliedsothattheir

needscanbebettermet,butthiswouldonly

takeplaceincaseswherethiswasspecified

inthechild’sstatementofSEN.

74. Ifaparentorpupilbelievestheyarenot

receivingaspectsofthecurriculumtowhich

theyareentitled,theyareabletocomplain

usingthestandardschoolsrouteofredress.

38 TheEducationReformAct1988,asamendedbySections84and85oftheEducationAct2002

39 Programmesofstudyforeachsubjectaresetoutinthecurriculumhandbook.Seehttp://curriculum.qcda.gov.uk/

http://curriculum.qcda.gov.uk/


Pupil Guarantee provisions relating to a broad and balanced curriculum including skills for learning and life

Guarantee 2.2: The curriculum is tailored to

every child’s needs so that every pupil

receives the support they need to secure

good literacy, numeracy and ICT skills, learn

another language and about the humanities,

science, technology and the arts

75. Recentreviewsoftheprimaryandsecondary

curriculumhaveresultedinlessprescription

withintheprogrammesoflearningasto

whatisrequiredto betaught40.Therevised

curriculumoffersschoolsgreaterflexibilityto

developteachingandlearningtoindividual

needsandlocalpriorities.

76. Teachersarealreadyexpectedtoteachthe

knowledge,skillsandunderstandingsetout

intheprogrammesofstudyinwaysthatsuit

theirpupils’abilities.Thismaymean

choosingknowledge,skillsand

understandingfromearlierorlaterkey

stagessothatindividualpupilscanmake

progressandshowwhattheycanachieve.

77. Thecurriculumforallpupilsshouldbe

designedtoraiseattainment,particularlyin

English,mathematics,scienceandICTand

introducepupilstotheessentialknowledge,

skillsandunderstandingofothersubject

disciplines.

78. ThePupilGuaranteebuildsontheexisting

rightofaparentorpupiltocomplaintothe

schooliftheybelievetheyarenotreceiving

40 Section10oftheChildrenSchoolsandFamilies[Act2010]

aspectsofthecurriculumtowhichtheyare

entitled,orwhichsuittheirabilities.

79. Therouteofcomplaintwillbethestandard

schoolsroute,andthisGuaranteedoesnot

applytoAcademies.

Guarantee 2.3: That every primary pupil

should have the opportunity to learn to play

a musical instrument

80. ThroughtheNationalCurriculum

“UnderstandingtheArts”areaoflearningthe

curriculumofferedbymaintainedschools

mustincludetheteachingofmusical

instruments,butthisistoalimiteddegree.

ThisexperienceshouldfollowOfsted,QCDA

andDCSFguidanceonwhatconstitutesa

goodexperience41:

a. allpupilshaveameaningfulexperience

oflearningtoplayaninstrument–

normallythiswouldlastayear;

b. allpupilsenjoymakingmusicintheir

peergroups–normallyasawholeclass;

c. theskillsofclassteachersandspecialist

instrumentalteachersaremaximisedby

ensuringtheyworkcloselyandlearn

fromeachother–ensuringgreater

sustainability;

d. programmesaredevelopedasanintegral

partofthepupils’wholemusical

experience,buildingonpreviouswork

andextendingbeyondtheprogramme–

ensuringcontinuityforpupils;

41 InstrumentalandVocalTuitionatKS2(Revisedguidance2007)Thisguidancenotecanbeviewedon-lineordownloadedfromhttp://www.musicmanifesto.co.uk/

http://www.musicmanifesto.co.uk/


e. programmesarebasedonwellplanned

progressiveexperiencesthatclearly

complementNationalCurriculum

requirementsandensurepupilsknow

howwelltheyaredoingandwhatthey

needtodotoimprovefurther;and

f. programmescontainappropriate

strategiesforsupportingpupilswho

initiallydonothavetheencouragement

orsupportfromtheirparents/carers,or

whoneedadditionalsupportforother

reasons.

81. Therouteofcomplaintwillbethestandard

schoolsroute,andthisGuaranteedoesnot

applytoAcademies.

Guarantee 2.4: That every 11–14 year-old

enjoys relevant and challenging learning in

all subjects and develops their personal,

learning and thinking skills so that they have

strong foundations to make their 14–19

choices

82. Thegoverningbodyandheadteacherof

everymaintainedschoolarecurrently

requiredto42 ensurethatsufficienttimeis

allocatedtotheteachingofthewholeofthe

programmesofstudyforeachsubjectat

eachkeystage.Governingbodiesandhead

teachersarefreetodecidewhenandhow

theyaredelivered.

83. Inthenewsecondarycurriculum,thereis

strongeremphasisonthedevelopmentof

personal,learningandthinkingskills(PLTS)–

suchasinitiative,enterprise,abilitytowork

42 Part6oftheEducationAct2002

inteams,andthecapacitytolearn

independently–whichwillbetaughtacross

thecurriculum.

84. ThePLTSframeworkhasbeendeveloped

andrefinedoveranumberofyearsin

consultationwithemployers,parents,

schools,studentsandthewiderpublic,and

everycurriculumsubjecthasbeen

consideredinthelightofthecontributionit

makestoPLTS.

85. AnycomplaintinrelationtoPLTSwould

followthestandardschoolsroute.

Guarantee 2.5: That every learner from 14–19

will have the choice of learning route and

qualifications from Apprenticeships,

Diplomas, Foundation Learning and

GCSEs/‘A’ Levels

86. Thelearningpathwaysaredesignedasthey

are,becauseeveryyoungpersonoughtto

haveopportunitiestodeveloptheskillsand

knowledgethatwillenablethemtoprogress

tofurtherlearning,highereducationand

skilledemploymentandgivethemthebest

chanceofsuccessinadultlife.Inorderto

makethishappenatalocallevel,thelocal

authority,IAGproviders,learningproviders,

employers,highereducationandthethird

sectormust workthroughtheir14–19

Partnershipstoensurethatlearnershave

accesstothesenationalqualificationsroutes.

87. Thedutytodeliverthe14–19entitlements

andensureyoungpeoplecanchoosefrom

thesefourroutesrestsonthelocalauthority.

Tosupportlocaldelivery,thereisadutyon


14–19providerstoco-operatewiththelocal

authoritiesandChildren’sTrusts43.In

advanceofthe14–19entitlementstaking

effectfrom2013,wewillpublishfurther

statutoryguidancethatwillsetoutthedetail

ofredressmechanismsforpupilsand

parents

Guarantee 2.6: That every learner has the

opportunity to gain functional skills

88. AllpupilsinYears7–11–nomatterwhat

routetheyarefollowing–arerequiredtobe

taughtfunctionalskills(English,mathematics

andICT)aspartofteachingtheNational

Curriculum44.

89. Governingbodiesandheadteacherscan

choosetosecuretheteachingoffunctional

skillsindifferentwaysincludingthrough

consortiumarrangementswithcollegesand

otherproviders.Theidealistoembed

functionalskillsincross-curricularteaching–

i.e.drawingouthowtheyareusedinall

subjects,includingDiplomaprincipal

learning–notjustinEnglish,mathematics

andICTlessons.Butsomemaydeliver

functionalskillsaspartofEnglish,

mathematicsandICTlessonsorasseparate

lessons.

90. ThisGuaranteeappliestopupilsin

maintainedschoolsandAcademies.

Becausethelocalauthorityhastheoverall

responsibilityforco-ordination,thestandard

localauthorityrouteofredressapplies.

43 Part1oftheEducationandSkillsAct200844 Part6oftheEducationAct2002

Guarantee 2.7: That every pupil understands

they have, and are encouraged to take up,

the opportunity to study at least two science

GCSEs

91. Allpupilsarealreadyentitledto the

opportunitytofollowacourseofstudythat

leadstoeitherGCSEScienceandGCSE

AdditionalScienceortriplescienceGCSEs

(physics,chemistryandbiology)45.Inorder

todeliverthis,thecurriculumforall

maintainedschoolsmustprovideforallKey

Stage4pupilstostudyeitherGCSEScience

andGCSEAdditionalScienceortriplescience

GCSEs.

92. ThePupilGuaranteeenhancesthis

entitlementbyrequiringthatgoverning

bodiesandheadteacherstakestepsto

ensurethatpupilsaremadefullyawareof

theirexistingentitlementandare

encouragedtotakeitup.Thisentitlement

shouldbemadeclearindiscussionswith

Year9pupilsabouttheirKeyStage4science

options.Headteachersshouldmakesure

thatitismadecleartopupilsthatdonot

wishtotakeuptheirentitlementhowthis

couldimpactontheireventualchoiceof

Alevelsubjectsandpotentialcareer

opportunities.Headteachersshouldalso

ensurethatitismadecleartopupilswho

wanttotakeupthisentitlementbutwhoare

advisednotto,thereasonsforthis.

93. Pupilsandtheirparentscanseekredress

throughthestandardschoolsroutewhere

theheadteacherhasnotputinplace

45 Part5oftheEducationandInspectionsAct2006.


arrangementsforpupilstobeofferedthe

opportunitytotakeuptheirentitlementor

theopportunitytodiscussthis.

94. ThisGuaranteeappliestomaintained

schoolsandAcademies,andthestandard

schoolsrouteofredressapplies.

Guarantee 2.8: That pupils who would

benefit from a more stretching science

curriculum have the opportunity to study

triple science GCSE (physics, chemistry and

biology) by September 2014

95. Thiswillbeanewentitlementforpupils

fromSeptember2014.Allgoverningbodies

andheadteachersmustensurethataccess

isprovidedtotriplescienceaspartoftheir

KeyStage4sciencecurriculum.Schools

shoulddothisbyeitherprovidingit

themselvesorprovidingaccesstoitby

workingincollaborationwithnearbyschools

(whodoofferit),andcollegesand/or

universitieswhocanprovideresourcesand

facilitiestosupportteachingandlearning.

96. Governingbodiesandheadteachersmust

offeraccesstostudytriplescienceGCSEsto

thosepupilswhowouldbenefitfromamore

stretchingsciencecurriculum.Thesepupils

willbethosethatperformhigherthanthe

expectedlevelofachievementinscienceat

theendofKeyStage3,i.e.thosewho

throughteacherassessmentaredetermined

tohavereachedLevel6oraboveinscience.

97. Pupilswhoachievelowerthanthisbut

believetheyarecapableoftakingtriple

scienceGCSEs–andwanttodoso–but

havenotbeenofferedtheopportunityto

studyitshouldbetoldclearlythereasons

forthis.



schoolsrouteofredressapplies.TheLGO

andYPLAwillnot,however,investigate

complaintsaboutteachers’professional

judgementindeterminingwhetherapupil

hasorhasnotreachedLevel6orabovein

science.

Guarantee 2.9: That every pupil aged 14–19

has the opportunity to undertake community

service and high-quality work-related

learning

99. TheCommunityServiceelement(for14–16

yearolds)isdeliveredbothwithinand

beyondtheCitizenshipCurriculum.The

programmeofstudyforcitizenshipatKey

Stage4includesanactivecitizenship

componentwhichpromotesCommunity

Service46.Thereareopportunities

throughoutthecurriculumforpupilsto

engageinactivitiesthatbenefitothersas

wellastheirownlearninganddevelopment.

Examplesincluderepresentationalactivities

suchasmembershipofSchoolandYouth

Councils,actionresearchingeographyor

historywithanoutcomethatcanbeapplied

inthelocalcommunity,mentoringyounger

pupils,contributingtoanenvironmental

project,ororganisinganeventtopromote

intergenerationalengagement.

46 Forfurtherinformation,see:http://curriculum.qcda.gov.uk/



100. Governingbodiesandheadteachersshould

workwithpublic,privateandthirdsector

organisationstoofferadiverserangeof

high-qualityopportunitieswhichare

availabletoallpupilsaged14–16.Theroll-

outofFoundationLearning–the14–19

learningrouteforthoseworkingmainly

belowLevel2–isalsoimportanthereas

communityserviceopportunitiesmay

increasinglybeofferedaspartof

collaborativedeliveryofengagingand

personalisedlearningprogrammes.Activities

cantakeplacewithintheschool

environmentoroutside.Governingbodies

andheadteachersshouldalsoencourage

youth-ledapproaches,withstaffandother

agencies(includingvolunteers)actingas

facilitatorsforactivitieswhilsttakingstepsto

ensurethatthewellbeingoftheirpupilsis

safeguarded.Thereshouldalsobesuitable

recognitionforpupils’engagementin

CommunityService.ProvidingCommunity

Serviceopportunitiesforeverypupilisa

powerfulwayinwhichaschoolcanfulfill

theirdutytopromotecommunitycohesion

andtopromotethewellbeingoftheirpupils,

bysupportingpupil-ledactivitythatreaches

outtoandbenefitsthecommunityofwhich

theyareapart.




102. Pupilsoughttobeabletoexpectthattheir

schoolhasaneffectiverelationshipwith

employers.Everymaintainedsecondary

schoolalreadyhasastatutorydutyto

provideallpupilsatKeyStage4witha

programmeofwork-related

learning47.Schoolsshouldextendthis

programmeacrosstheentireagerangeand

shouldhaveamemberoftheleadership

team,delegatingasappropriate,andthe

governingbodyresponsibleforrelationships

withemployers.Schoolsshouldprovide

14–19yearoldswithworkexperience

placementsinarealworkplaceenvironment.

Work-relatedlearning,includingwork

experienceandenterpriseeducation,isakey

partofensuringtheeconomicwellbeingof

childrenandyoungpeoplealongsideaccess

toarangeofactivitiessuchasmock

interviews,CVwritingandworkplacevisits.

Work-relatedlearningactivitiesshouldbe

closelylinkedtoprovisionforandpupils’

entitlementtoimpartialinformation,advice

andguidance.

Guarantee 2.10: That every young person is

participating in education or training up to

the age of 17 from 2013 and up to the age of

18 from 2015

103. Mostyoungpeopleparticipateineducation

ortraininguntil18already.Howevera

significantminorityareeithernotin

employment,educationortraining(“NEET”)

orinajobwithouttrainingbetween16and

18andthisincludesadisproportionate

numberofdisabledyoungpeople.

104. Localauthoritiesmustprovideappropriate

educationprovisionandsupporttoenable

47 Section85oftheEducationAct2002,asamendedbytheEducationandInspectionsAct2006


alllearners–especiallyyoungpeoplewho

facethebiggestchallenges–toparticipate

toage17by2013andtoage18by2015.

105. TheRaisingtheParticipationAgedelivery

plan(publishedin2009)setsoutthe

roadmaptomakethishappen.Inpreparing

for2013and2015,localauthoritieswilltake

accountofthefollowingfactors:

a. usingevidenceandanalysisoflocal

needsanddemand;

b. ensuringallyoungpeopleareonapath

tosuccess;

c. providingbetteroptionsforallyoung

people;

d. ensuringintegratedsupportforallyoung

people;and

e. enablinglocalareastodeliver.

106. ThisGuaranteeappliestopupilsin

maintainedschoolsandAcademiesand,

becauseitisprimarilyprovidedbylocal

authorities,thestandardlocalauthority

routeofredressapplies.

Pupil ambition 3: All pupils taught in a way that meets their needs, where their progress is regularly checked and where particular needs are identified early and quickly addressed




teachers;andparagraphs122–190arenew

entitlementsunderthePupilGuarantee

itself.

108. TheGuaranteesunderthisambitionrelateto

maintainedschoolsandAcademiesunless

otherwiseindicated.

109. TheindividualGuaranteesunderthis

ambitiondonotrelatetochildreninShort

StaySchoolsandotheralternativeprovision.

However,childrenwhoareinthisprovision

foratleast10daysshouldhaveapersonal

learningplaninplace48.PersonalLearning

Plansfocusonoutcomes,progression,and

reintegration(whethertoschool,collegeor

employment)andwillcontaininformation

suchascleargoalsandtargetsandany

support(SEN,otheragencies,etc)thatthe

pupilneedsto receive.

Guarantee 3.1: Ensure teachers are

appropriately qualified and receive training

so that they can teach well

110. TeachersaretrainedandgaintheirQualified

TeacherStatus(QTS)throughtheinitial

teachertraining(ITT)process.Aprescribed

setofprofessionalstandardsforteachers

andrequirementsforITTapplytoall

programmesofITT.QTSStandardsinclude

afullrangeofnecessaryprofessional

attributes,professionalknowledgeand

understandingandprofessionalskills.

Knowledgeandunderstandingincludes

requiringnewlyqualifiedteacherstobe

confidentinthesubjectstheyteachandto

haveaclearunderstandingofhowall

48 Statutory guidance for local authorities and schools on Information Passports, Personal Learning Plans and the Core Entitlement for all pupils in Pupil Referral Units and other Alternative Provision–draftforconsultation,DCSF,December2009.


childrenandyoungpeoplemakeprogress.

Additionally,theyrequireanunderstanding

ofhowteacherscontributetothewellbeing

ofchildrenandyoungpeopleandofthe

varietyofinfluencesaffectingchild

development.

111. TheITTrequirementslaydownarangeof

conditionsbywhichteachertraining

providersmustabide.Theseincludeentry

andsuitabilityrequirementsfortrainees.

Theystipulatethatcoursesmustenable

traineestodemonstratetheQTSstandards

intwoconsecutiveKeyStagesandthat

traineesmusthaveaminimumtotalnumber

ofweeksofplacementsinatleasttwo

schoolsoreducationalinstitutions,whollyor

mainlyinEngland.Therequirementsalsolay

downthatteachertrainingcoursesmustbe

designedtomeetalloftheQTSStandards.

Theyrequirethat,beforeandduring

training,traineesaregiventhesupportthey

needtosucceed.

112. Qualifiedteacherswillberequiredtoattain

andworktorenewa‘LicencetoPractise’

fromSeptember201149.Thisgoeshand-in-

handwithaseparatebutlinkedentitlement

tocontinuousprofessionaldevelopmentfor

qualifiedteachers,whichbuildson

performancemanagement/review

arrangementsandisdesignedtoraisethe

qualityofteachingacrosstheboard,by

creatinganewlearningculturewhichputs

professionaldevelopmentattheforefront.

49 Section23oftheChildrenSchoolsandFamilies[Act2010]

113. Inadditiontoteacherswhohavebeen

trainedthroughITT,otherstaffmaydeliver

lessons(e.g.overseastrainedteachers),and

itisuptothegoverningbodyoftheschool

toensurethatsuchstaffarecompetentand

abletodeliverlessonsasrequired.

Guarantee 3.2: Encourage teachers to tailor

their teaching to the needs of each individual

pupil

114. Personalisationispartoftheeveryday

practiceofteaching.Headteachersshould

ensurethatteacherstailortheirteachingto

pupilneeds:thisisconsistentwithgood

teachingpracticeinplaceinthebest

schools.Whatthismeansinpracticeisthat

theteachertakesahighly-structuredand

responsiveapproachtoeachchildand

youngperson’slearning.Italsomeans

strengtheningthelinkbetweenlearningand

teachingbyengagingpupils–andtheir

parents–aspartnersinlearning.Pupils’

progressshouldbereviewedperiodically–

withtheparentengagedinfeedbackand

nextstepsthroughschools’regularreporting

andparentcommunicationsystems.

115. Personalisationfeaturesasanintegralpartof

thestandardsfortheawardofQTS50–

teachertraineesmusthaveknowledgeand

understandingofarangeofteaching,

learningandbehaviourstrategiesandknow

howtouseandadaptthem,includinghow

topersonaliselearningandprovide

opportunitiesforalllearnerstosucceed.

50 StandardQ10


116. Criticaltothispersonalisationoflearningis

AssessmentforLearning(AfL)–the‘process

ofseekingandinterpretingevidenceforuse

bylearnersandtheirteacherstodecide

wherethelearnersareintheirlearning,

wheretheyneedtogoandhowbesttoget

there’.Thisisacoreteachingpracticethatis

expectedtobeevidentwithinallschools51.

117. Governingbodiesandheadteachersshould

takeclearstepstoensurethattheirteaching

staffareusingAfLtechniquestomonitorthe

progressofpupils,andaremakingaccurate

teacherjudgementsaboutwherepupilsare

intheirlearningagainstNationalCurriculum

levels.Oneclearwayaschoolcanensure

thatlearningprogressisbeingmonitoredat

adetailedlevelwouldbeforteacherstouse

Assessing Pupils’ Progress(APP)materials.

118. Headteachersshouldensurethatstaffmake

effectiveuseofdatatoinformlesson

planningandtailorteaching,consistently

throughouttheschool.Thismighttakeany

numberofforms;forexample,preparing

lessonstoaddressspecificidentifiedlearning

gaps,groupingpupilsinaparticularway,

settingbyability,‘Wave’teaching,guided

learning,ortargeteduseofteaching

assistants.Similarly,headteachersshould

ensurethatstaffusepupiltrackingdata

alongsideotherrelevantschooldata,to

informinterventionplansandextended

schoolsactivitiestotargetareasofneedata

personallevel.

51 Seehttp://www.qcda.gov.uk/

119. Provisionforgiftedandtalentedpupilsto

ensurestretch,orSENneeds,shouldbe

factoredintotheseplanningactivities

throughout52.

Guarantee 3.3: Have teachers who are

trained to effectively assess and monitor

each pupil’s progress

120. Allteachersareexpectedtobeabletoassess

andmonitoreffectivelytheprogressof

individualpupils.Theseareskillswhichare

embeddedwithinthestandardstobe

achievedforQTS.Thestandardsrequirethat

traineeteachersareabletousearangeof

assessment,monitoringandrecording

strategiesasanintegralelementofteaching

inordertomonitorlearners’progress,inform

planningandteaching,andsecurelearning.

Theyaretrainedtobeabletoassesslearners

againstnationalbenchmarksusing,as

relevant,theearlylearninggoals,National

Curriculumleveldescriptors,criteriafrom

nationalqualifications,requirementsof

awardingbodies,NationalCurriculum

assessmentframeworks,andobjectivesfrom

theNationalStrategies.Theaccurate

assessmentoflearningneedsisbasedon

evidenceofpastandcurrentachievement,

togetherwithassessmentdataand

informationfromnationalassessments,that

allowteacherstosetspecificandchallenging

learningobjectivesappropriatetotheages

andabilitiesoflearners.

121. Providinglearnerswitheffectivefeedbackis

integraltoteachingandcanhaveamajor

52 http://curriculum.qcda.gov.uk/

http://www.qcda.gov.uk/



impactonlearning.Impactismaximised

whenlearningobjectivesareclearly

expressedandareunderstoodbylearners.

Accuratefeedback,givenattherighttime

andinaconstructiveandpositiveway,helps

learnerstoidentifywhattheyhaveorhave

notunderstood,andhelpsthemtoprogress.

TeachersmakegooduseofAfLstrategiesto

improvetheirskillsinprovidingeffective

feedback,toengagelearnersindialogue

abouttheirprogress,andtodevelopin

learnersanincreasedsenseofcontroland

ownershipovertheirlearning.

Pupil Guarantee provisions relating to personalised teaching and learning:

Guarantee 3.4: Where a child is not on track

to achieve Level 2 by the end of Key Stage 1,

the school will inform the parents of what

additional support the school will provide –

including through small group and one-to-

one tuition – and what they, as parents, can

do to help their child

122. Theentitlementtocatch-upsupportforKey

Stage1pupilsisnew.Tobeeligible,the

headteachermustdetermine,takinginto

accountappropriateevidenceinlinewith

theirprofessionaljudgement,thatthepupil

isunlikelytoachieveatleastLevel2bythe

endofKeyStage1.Thisevidenceshould

include:

a. theprogressthepupilhasmadewhen

comparedwiththeirEarlyYears

FoundationStageProfile;and

b. ongoingmonitoringofpupils’classand

homeworkagainsttheNational

Curriculumattainment.

123. Itisprimarilyfortheclassteachertojudge

whetherachildismakingsufficientprogress

intheirstudies.Teachersshouldmakethese

judgementsbasedonsoundmethods(for

examplethroughusingtheAPPmaterials).

Parentswillbefreetocomplainthroughthe

standardschools’routeofredress,andany

complaintshouldbetotheschoolinthefirst

instanceasnormal.Ifthecomplaintreaches

theLGO,hewillnotbeabletosubstitutehis

judgementforthatoftheheadteacher(i.e.

hecannotdecidethatachildisorshouldbe

entitled)butwillbeabletojudgewhether

themethodusedtoreachaconclusionwas

unfairorinappropriate.

124. Theguaranteeistoareasonableofferof

extrasupport,providedbytheschool,to

helppupilsprogressandcatchupwiththeir

classmates.Ifachildhasbeenassessedas

eligibleinEnglishand/ormathematicsthey

mustreceiveareasonableofferofsupportin

oneorbothsubjects.Qualifyingpupilsare

guaranteedoneperiod(ofalength

determinedbytheschool)ofstructured

support(asdescribedinparagraph125(a)–

(e))duringtheKeyStage,ratherthanone

courseperyear.Itmustbeofferedand,so

farasitlieswithinthepoweroftheschool,

deliveredwithinareasonableperiodafter

thechild’sentitlementisidentified.During

thisperiodtheheadteachershouldensure

theclassteacherdiscusseswiththepupil’s

parents:thechild’sprogress,theneedfor


supportandwhatthey,asparents,candoto

supporttheirchild’slearningathome.

125. Thesupportshouldbedesignedand

deliveredwiththeaimofputtingthechild

ontracktoreachLevel2.Schoolswilldecide

whattypeofextrasupportorinterventionis

mostappropriateforeachchild,basedon

theprimaryschool’steacherassessments,

transitioninformationandtheirown

judgment.Schoolsshouldconsiderawide

rangeofinterventionsonceapupilhasbeen

assessedaseligiblefortheentitlement,and

theseinclude:

a. integratedclassroomsupport;

b. smallgroupwork;

c. individualsupport;

d. participationinprogrammessuchas

EveryChildCountsandEveryChilda

Reader;or

e. anyotherformofsupporttheteacher

thinksisappropriateandwhichis

designedtoincreaseapupil’srateof

progress.

126. Wheresupportisoffered,itcantakeavariety

offorms.ForthepurposesoftheGuarantee

itmust:bedesignedtoincreaseapupil’s

rateofprogress;involveastructured

programmethatiscarefullytargetedto

addressspecificidentifiedlearningissues;

andhelppupilstoapplytheirlearningin

mainstreamlessons.Itcanbedeliveredbya

rangeofpeople,includingaschoolteacher,

ateachingassistant,alearningmentorora

personwithspecialistskillstoaddressa

particularlearningneed.Thesupportcan

takeplacewithinnormallessons,for

exampleaspartofguidedlearningor

throughin-classsupport,oroutsidenormal

lessons,forexamplewithintimeallocated

forhomeworkclubsorbyappropriate

withdrawalfromlessons.Thenumberof

hoursofsupportmayvary,butshouldbe

deliveredatatimeandplacethatissuitable

forthechild.

127. IfapupilqualifiesfortheGuaranteeitmust

beofferedtothem.Theheadteachermust

ensurethattheparentisinformedwithina

termofidentifyingthepupilasbeingatrisk

offallingbehind.Beforesupportbegins,the

headteachermustensurethattheparent

receiveswrittennotificationwhichsetsout

thesupportthatthechildwillreceive

(includingdetailssuchasfrequencyand

lengthofsupport)andthelearningneedit

isintendedtoaddress.Anychangetothe

supportplanshouldbeagreedbythe

teacher,schoolandparent.Itisthe

responsibilityofthegoverningbodyofthe

schooltomeettheGuaranteeforeach

eligiblepupil.Wheretheschoolfailsto

providethesupport,assetoutinthe

supportplan,theparentisabletoseek

redressthroughtheLGOafterattemptsto

addresstheissuehavebeenmadethrough

theschool’sinternalcomplaintsprocess.

128. Theheadteachermustensurethatpupil

progressismonitoredduringandafterthe

supporthasbeengivensothatpupilsand

parentsunderstandhowthechildhas

progressed;andtheresultoftheprogress


assessmentmustbecommunicatedto

parentsbytheendoftheyear.

Guarantee 3.5: That every secondary school

pupil, from September 2010, receives

personalised support from a Personal Tutor

who knows them well, has an overview of

their progress and ensures any learning

needs or issues are quickly addressed

129. Thisisanewentitlementforpupilsin

secondaryschools,includingmiddledeemed

secondaryschools,andforpupilsinYear7

andaboveinall-throughschools(i.e.schools

whichtakepupilsfromage3–8uptoage

16–19).ThisGuaranteeappliestoAcademies.

130. Whilstwebelievethatmanyschoolsalready

havegoodmodelsofpersonaltutoring,

therehashithertobeennorequirementon

themtoprovideit.FromSeptember2010,

everyheadteachermustensurethata

namedmemberofstaffisassignedtoeach

pupil,toprovidetutoringandco-ordinate

help.Theheadteachermust ensurethat

eachpupilistoldwhichmemberofstaffhas

beenassignedtothemandwhattheycan

expectfromthepersonaltutoringprocess

andmustensurethatarecordiskeptof

whichmemberofstaffhasbeenassignedto

whichpupil.

131. Therearelimitedcircumstancesinwhichit

wouldnotbereasonabletoexpectevery

pupiltohaveanamedcontactatalltimes.

Forexample,ifamemberofstaffwasaway

fromtheschooloveralongperiod,the

schoolwouldhavetomakealternative

arrangementsforthepupilstheyhadbeen

tutoring,duringwhichtechnicallyitwould

notbemeetingtheGuaranteeforsome

pupils.

132. Itwillbeuptoindividualheadteachers(in

thelightofanyguidanceprovidedbythe

governingbody)todecidewhichmembers

oftheschoolworkforcewillundertake

personaltutoring.Namedmembersofstaff

shouldknowthepupilwell,shouldhavean

overviewofthepupil’sprogressacrossthe

curriculum(whilerecognisingthatthis

knowledgewillnotbeasdetailedasthatof

theirindividualsubjectteachersinrelation

toparticularsubjects) and mustbeableto

directthepupiltowardsadvice,supportor

resourcestohelpthepupiltoaddressany

learningneedsandissuesandtosucceedat

school.

133. Individualheadteachers(inthelightofany

guidanceprovidedbytheirgoverning

bodies)willchoosetoarrangethesewider

aspectsofpersonaltutoringindifferentways

–allthehelpneededbyapupilmaynot

necessarilybeprovidedbyoneperson.

134. Itisreasonableforpupils(orparentsontheir

behalf)tocomplainifaparticularneedhad

beenidentifiedanddiscussed(e.g.referralto

specialistcareersadviceortoahealth

professional)buttherehadbeenno

directionastowheretheappropriate

provisionmightbefound.Itisnotnecessary

forthememberofstaffpersonallytomake

contactwiththethirdparty(thoughthat

mightbeappropriateinsome

circumstances).Providinganameandemail

addressortelephonenumberwouldbe


sufficientfortheGuaranteetobemet.

Itwouldnot,however,besufficienttotella

pupiltolookupthephonenumberinthe

telephonedirectoryortocarryoutan

internetsearch.

135. Whereaheadteacherisawareofparticular

needsthatanindividualpupilhas(e.g.SEN

orEnglishasanadditionallanguage),then

theyshouldhaveregardtothoseneeds

whenassigningthenamedpersontothe

pupil.Pupilswillgenerallykeepthesame

contactthroughouttheirtimeatsecondary

school,thoughthatwillnotalwaysbe

desirableorpracticableineverycase–for

example,ifthereisachangeinthepupil’s

needs,orifamemberofstaffmovestoa

newpostorleavestheschool.

136. Theprovisionbyschoolswilldependon

whatisreasonableandproportionateinany

individualcase,whichmayvaryfromone

pupiltoanother,andmaywellchangeover

time.Moreover,manysecondaryschools

alreadyprovidesomeformofpersonal

tutoringandschoolsdonotneedtofeel

underanyobligationtosetupanewor

additionalsystem.Wewishtoensurethat

schoolsare,asfaraspossible,ableto

retaincurrentgoodpractice.

137. Thestandardschoolsrouteofredresswill

applytothisGuarantee.

Guarantee 3.6: All pupils in Years 7 to 11

have access to high-quality careers education

and information, advice and guidance so

they can make informed choices about

learning, work and lifestyles and are well

supported during transitions

138. Theresponsibilitiesinthisareaareshared

betweenschools(responsibleforcareers

education)andlocalauthorities(responsible

forinformation,adviceandguidance(IAG).

139. Thegoverningbodymustensurethatall

pupilsinYears7to11areprovidedwitha

programmeofcareerseducation53.Itisfor

individualgoverningbodiesandhead

teacherstodecidewhenandhowthisis

delivered.Inmakingthesedecisions,

governingbodiesandheadteachersshould

haveregardtothetwomainroutesasset

outinStatutoryGuidance:

●● careerseducationlessonsdelivered

withinPersonal,Social,Healthand

EconomicEducation;and

●● careerseducationembeddedwithin

othersubjectteaching.

140. Itisforindividualheadteacherstodecide

whichmembersoftheschoolworkforcewill

beresponsiblefordeliveryofcareers

education/IAG,butheadteachersshould

ensurethataseniormemberofstafftakes

overallresponsibilityforcareerseducation/

IAG.Thatseniormemberofstaffshould also

ensure,whereresponsibilitiesarefurther

devolvedtoamiddleleader(the‘careers

53 Section43oftheEducationAct1997


leader’or‘careerscoordinator’),thatthis

personhastheskillsandknowledge,andis

allocatedsufficienttime,toundertaketheir

dutieseffectively.

141. Allthoseprovidingcareersadvicemust

provideimpartialinformationandadvice

thatpromotesthebestinterestsoftheir

pupils54.Theschool’sprogrammeofcareers

educationmustincludeinformationon

16–18educationortrainingoptionsand

apprenticeships55.Thestatutoryguidance

specifiesthe‘KeyInformation’thatschools

shouldprovide56,whichincludesdetailsof

HigherEducation.Headteachersshould

ensurethatcareerseducationiseffectivein

promotingaccesstoHigherEducation,and

shouldensurethatyoungpeopleare

positivelychallengedtoconsiderall

opportunities,includingthroughtaster

sessionsandvisitstoHigherEducation.

142. EverylocalauthoritymustmakeIAGservices

availabletopupils57,whichreflectandmeet

localneeds,toencourage,enableorassist

theireffectiveparticipationineducationor

training.Thisincludesmakingsure,through

14–19andAimhigherPartnerships,that

youngpeoplefromlowincomebackgrounds

withthepotentialtodowellatUniversityare

informedduringtheirtimeatsecondary

54 Section43oftheEducationAct1997,asamendedbytheEducationandSkillsAct2008.Note,thisamendmentdoesnotcoverAcademiesandthisdutyisappliedtoAcademiesthroughthetextofthisGuarantee.

55 Section43oftheEducationAct1997,asamendedbytheApprenticeships,Skills,ChildrenandLearningAct2009.ThisamendmentdoesnotcoverAcademiesandthisdutyisappliedtoAcademiesthroughthetextofthisGuarantee.

56 StatutoryGuidance:ImpartialCareersEducationavailablefordownloadfromhttp://publications.dcsf.gov.uk/

57 Section68oftheEducationandSkillsAct2008

schoolaboutsupportavailabletoaccess

HigherEducation.Everylocalauthoritymust

provideaccessforallmaintainedsecondary

schoolpupilstoone-to-oneIAGandsupport

fromaspecialistConnexionsadviserwhen

needed.

143. Localauthoritiesshouldprovidetargeted

youthsupporttovulnerablepupilswhoare

atriskofnotachievingthefiveEveryChild

Mattersoutcomes.Thisshouldincludea

personalisedpackageofsupport,IAGand

learninganddevelopmentopportunities,

withsupportfortheirparentsorcarersas

appropriate.Thisshouldbeco-ordinatedby

atrustedleadprofessionalanddeliveredby

agenciesworkingwelltogether.Thesupport

shouldreflectthelocalcontextand,in

particular,theviews,experiencesandneeds

ofyoungpeople.

144. LocalauthoritiesmustarrangeforaSection

139learningdifficultyassessmenttobe

carriedoutduringaperson’slastyearof

compulsoryschoolingwhereheorshehasa

statementofSENandisexpectedtoleave

schoolandgoontofurtherorhigher

education58.Localauthoritiesmayconduct

alearningdifficultyassessmentforyoung

peoplewithalearningdifficultybutwithout

anSENstatement.Thispowerapplieswhere

theyoungpersonisreceiving,orinthe

authority’sviewislikelytoreceive,furtheror

highereducation.TheSecretaryofStatehas

issuedguidanceconcerningthismatter59.

58 Section139oftheLearningandSkillsAct2000,asinsertedbytheEducationandSkillsAct2008

59 Reviseds139Guidanceavailablefordownloadfromhttp://publications.dcsf.gov.uk

http://publications.dcsf.gov.uk/

http://publications.dcsf.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DCSF-01111-2009


145. Thelocalauthorityshouldalsoensurethat

thelocal14–19Prospectusprovidesup-to-

dateinformationonthelocaleducationand

trainingopportunitiesavailabletoyoung

peopleaged14–19,fromentrylevelthrough

toLevel3.From2011,theexpectationisthat

allYear11pupilswillbeabletoapplyfor

coursesonlinethroughaCommon

ApplicationProcess(CAP).

146. TheLocalauthorityshouldhaveclear

guidelinesinplacetosupportthosepupils

whomightneedadditionalhelptomoveto

adultIAGserviceswhentheyreachthe

appropriateage.

147. Theprovisionofinformationandadviceas

partofaprogrammeofcareerseducationis

theresponsibilityofschoolswhereaslocal

authoritiesareunderadutytoprovideIAG

services.


gettingaccesstohighqualitycareers

education,whichcanbeunderstoodwith

referencetothecareerseducationStatutory

Guidance60,theywillbeabletocomplainto

theschoolaspartofthestandardschools

redressprocess.


gettingaccesstohighqualityIAGservices

commissionedandmanagedbythelocal

authority61,theywillbeabletocomplainto

thelocalauthorityandthenfollowthe

standardlocalauthorityredressprocess.

60 StatutoryGuidance:ImpartialCareersEducationavailablefordownloadfromhttp://publications.dcsf.gov.uk/

61 QualityStandardsforYoungPeople’sInformation,AdviceandGuidance(IAG)availablefordownloadfromhttp://www.dcsf.gov.uk/everychildmatters/

150. However,pupilsandparentsshould notbe

expectedtomakethesefinedistinctions

themselvesandcandirectanycomplaintto

eithertheschoolorthelocalauthority.The

partnershipagreementbetweentheschool

andlocalauthorityshouldincludeanagreed

processtoresolvethecomplaint.Pupilsand

parentsshould notbeaskedtogothrough

bothaschoolandalocalauthority

complaintsprocessbeforeproceedingtothe

LGOorYPLA.

Guarantee 3.7: That every pupil goes to a

school that identifies their particular needs

quickly and is linked up to health and other

specialist services, so they can access the

help they need swiftly and easily

151. Earlyinterventionistheprocesswhereby

additionalneedsareidentified,leadingto

appropriateassessmentandsupportthen

quicklybeingputintoplace.Effective

practiceensuresthisworkisroutineandthat

problemsarepickedupearlyintheir‘life-

cycle’andpreventedsotheycannot

develop.Thissupportschildreninachieving

thefiveEveryChildMattersoutcomes.

152. Achievementandattainment,alongwitha

positiveexperienceatschool,areimportant

protectivefactorsforchildrenandyoung

peopleandhelppromoteresilienceagainst

problemslaterinlife.Earlyinterventionin

schoolsstemsfromthegoverningbody’s

duty topromotethewellbeingofpupilsin

http://publications.dcsf.gov.uk/

http://www.dcsf.gov.uk/everychildmatters/resources-and-practice/IG00253


theirschools62andformspartofastrategy

topromotepastoralcare.

153. Somechildrenwithadditionalneedsare

vulnerabletobecoming“childreninneed”63.

Oneofthefirstsignsthatachildoryoung

personmightbestruggling,andtheymight

beavulnerablechild,isthroughadeclinein

theirengagementatschool.Forthisreason,

theclassroomandthewiderschool

environmentisoneofthemostpowerful

placeswhereearlyinterventioncanbe

initiatedaspartofskilledandeffective

teachingpractice(andotherworkto

supportlearning).

154. Theschoolgoverningbodyisresponsiblefor

settingtheschool‘framework’forearly

intervention.Thegoverningbodymust

ensurethat:

a. theirschoolhasaclearpolicyfor

consistentlyidentifying,assessingand

supportingvulnerablechildren(in

partnershipwithotherservicesif

necessary).Thispolicycanbesetthrough

existingpolicies,forexample,those

coveringteachingandlearning(SEN

included),pastoralcare,orextended

services(orthepolicymaybeseparatein

itself);

b. earlyinterventionpoliciesreflectthelocal

Children’sTrustBoardprioritiesand

protocolsonhowotherchildren’s

servicespartnersco-operatetoprovide

62 Section21(5)ofEducationActoftheEducationAct2002,insertedbys38oftheEducationandinspectionsAct2006.SimilarprovisionsareappliedtoAcademiesthroughFundingAgreements.

63 Asdefinedundersection17(10)oftheChildrenAct1989.

supportwherearangeofbarriersagainst

learningandwellbeingareidentified,and

awiderresponseisnecessary.Aspartof

these,schoolsinpartnershipshouldhave

staffmemberswhoareabletofollowthe

CommonAssessmentFramework(CAF)

processtodevelopaholisticviewofthe

child;and

c. staffareabletoaccesstrainingtoenable

earlyintervention.

155. Headteachersshouldensurethat:

a. allschoolstaffareabletoappropriately

identifyandbegintosupportvulnerable

children(includinghowtheschoolmight

drawonwiderexpertise).Continuing

professionaldevelopmentorin-service

trainingmayberequired;

b. effectivelytailoredteachingforindividual

pupils(seeGuarantee3.2)andeffective

assessmentandmonitoringofprogress

foralllearners(seeGuarantee3.3)isin

place,sothatteacherscanidentifywhere

lowattainmentorcoastingmaybelinked

toadditionalsupportneedsthatarenot

addressed;

c. teachersconsideranumberofmeasures

toensurethatpupilsremainengaged

withtheirlearning.Teachersmaydothis

throughone-to-oneorsmallgroupcatch-

uptuition(see Guarantees3.8and3.9),

supportfromspecialistteachers,learning

mentors,educationwelfareofficersand

otherappropriateinterventions;

d. alongsidethelearningprovision,arange

ofotherin-schoolprovisionisavailableto


providefortheadditionalneedsof

pupils.Thiscouldincludeprovisionfor

theSocialandEmotionalAspectsof

Learning(SEAL)64inordertopromotethe

developmentofsocialandemotional

skillsofchildrenandyoungpeople.For

somevulnerablechildren,itmaybe

appropriatetoprovideSEALthrough

smallgroupworkoronanindividual

basis.Supportmayalsobeprovided

throughschools’useoftheirpowersto

providecommunityfacilitiesorother

widerservices65(seeGuarantee4.7)or

healthyschoolinitiatives(seeGuarantee

5.3).Otherwiderfamilysupportmightbe

providedthroughextendedservicesand

couldinvolveParentSupportAdvisersor

FamilyWorkers;

e. useoftheCAFisencouragedwhereitis

suspectedthatlearningandwellbeing

needsrequireamulti-agencyresponse;

f. anamedandtrustedadultwithinthe

schoolisidentifiedwhereachildis

identifiedasvulnerable,andthatadultis

giventheresponsibilityforbuildinga

relationshipwiththechild.Thisadult

couldbeaPersonalTutor,Learning

Mentor,subjectteacher,schoolnurse,or

counsellor,forexample.Wherethereare

arangeofsupportinginterventions,the

namedandtrustedadultshould

periodicallylinkwithteachersinorderto

64 www.teachernet.gov.uk/seal65 ThesewiderservicescanbeprovidedunderSection27ofthe

EducationAct2002,andarelikelytoincludefacilitatingaccesstochildcare(expeciallyinprimaryschools),parentalsupport,swiftandeasyaccesstohealthandsocialcare,andcommunityaccesstoschoolfacilities.

reinforcetheseinterventionswithinthe

classroom(enablingpersonalisationof

teachingorsharingofkeyinformation);

g. vulnerablechildrenremainchallengedby

theirlearninggoalsandtargetsinorder

toremainengagedwiththeireducation.

Teachersneedtosetchallenginglearning

goalsforallchildrenandnotlower

expectations;and

h. wherechildrenarethoughttohave

specialeducationalneeds,schoolstaff

haveregardtotheSENCodeof

Practice66.

156. Finally,governingbodiesshouldwork

togetherinschoolclusterstoofferawider

rangeofsupportforvulnerablechildren.

Throughprioritiesagreedwithinthe

ChildrenandYoungPeople’sPlan(CYPP),

Children’sTrustBoardpartnersshouldset

outtheirlocalstrategyforearlyintervention.

Thisshouldincludehowschoolclusterswill

workwithmulti-agencyservicesso

vulnerablechildrenhavequickandearly

accesstospecialistservices.Itcouldalsoset

outwhenschoolclustersmaycommission

servicesthemselves.

157. Governingbodiesshouldusetheir

Children’sTrustBoardrepresentationto

highlightwherethereremainunmetlocal

needsduetoservicegapssothesecanbe

jointlyaddressed.

66 http://www.teachernet.gov.uk/wholeschool/sen/sencodeintro/

http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/seal_learning

http://www.teachernet.gov.uk/wholeschool/sen/sencodeintro/


Guarantee 3.8: That every pupil, aged 7–11

who has fallen behind national expectations

and is not making good progress, receives

one-to-one tuition to get them back on track

– from September 2010

158. Thisisanewentitlementtoone-to-one

tuition.Apupilmustmeettwocriteriain

ordertobeentitledtoit:

a. everychildinamaintainedschooloran

Academyreceivesanend-of-KeyStage1

teacherassessment.Ifthatassessment

showsthatthechildisbelowLevel2in

anyofreading,writingand/or

mathematics,thenthefirstcriterionhas

beenmet.Parentswillnotbeableto

disputetheoutcomeofthestatutoryKey

Stage1assessments;and

b. atanypointduringKeyStage2,the

pupil’steachermayassessthatthechild

isnotoncoursetomakeatleasttwo

levelsofprogressbytheendofKeyStage

2inEnglishormathematics.Inthiscase,

thesecondcriterionhasbeenmet.

159. Inaddition,allLookedAfterChildrenare

entitledtoone-to-onetuitionunderthis

guarantee,evenifeitherorbothofthe

criteriaarenotmet.

160. IfachilddoesnothaveaKeyStage1

assessment,thenthechildshouldreceivea

reasonableofferofone-to-onetuitionifthey

arenotoncoursetomakenationally

expectedlevelsofprogress.

161. Wheretheseeligibilitycriteriaaremet,the

governingbodymustmakeareasonable

offertothepupilof10hoursofone-to-one

tuitioninEnglishand/ormathematics.Ifa

childmeetsthecriteriainEnglishand

mathematicstheymustreceiveareasonable

offeroftuitioninbothsubjects.Thetuition

shouldbedesignedanddeliveredwiththe

aimofputtingthechildontracktoreach

Level4ortomakeatleasttwoexpected

levelsofprogressduringKeyStage2.

Qualifyingpupilsareguaranteedonecourse

oftuitionduringtheKeyStage,ratherthan

onecourseperyear.

162. Thetermsoftuitionareflexible–itmaybe

deliveredatavarietyoftimesandina

varietyofplaces.Itmustbeofferedand,so

farasitlieswithinthepoweroftheschool,


thechild’sentitlementisidentifiedandit

shouldbedeliveredatatimeandplacethat

isreasonableforthechild.Tuitionmustbe

deliveredbyaqualifiedtutor.


beofferedtothem.Insomeexceptional

casesiftheschooljudgesthatthepupil’s

particularlearningneedscannotbemet

throughacourseofone-to-onetuitionthen

theschoolmaydisapplythisGuaranteein

relationtothatchild.Thisexceptionis

intendedtocaterforpupilswithdefined

individuallearningneedswhereother

interventionsaremoreeffectiveor

appropriate.Itmust notbeusedtoavoid

providingchildrenwiththisentitlement.

Theparentorcarerofachildforwhomthis

Guaranteeisdisappliedmustreceivewritten


noticeofthisfactcontainingareasonwhy

thiswasconsideredappropriate.

164. Itisforteacherstoassesswhetherachildis

makingsufficientprogressintheirstudies.

Itis,ofcourse,rightthatteachersshould

makethesejudgementsbasedonsound

methods(forexamplethroughusingthe

Assessing Pupils’ Progressmaterials).Parents

willbefreetocomplainthroughthe

standardschoolsrouteofredress.Ifthe

complaintreachestheLGOorYPLA,theywill

notbeabletosubstitutehisjudgementfor

thatoftheheadteacherbutwillbeableto

judgewhetherthemethodusedtoreacha

conclusionwasunfairorinappropriate.

165. Itistheresponsibilityofthegoverningbody

oftheschooltomeettheGuaranteeforeach

eligiblepupil.However,iftheentitlementto

tuitionhasbeenestablishedbuttheschool

isunabletodeliverthetuition,thenthelocal

authoritymust ensurethatprovisionismade

sothatthechildreceivesareasonableoffer

oftuitionandtheschoolmustcooperate

withthelocalauthorityinthisrespect.Ifthe

tuitionisnotprovidedbytheschoolorthe

localauthority,thentheparentisableto

seekredressthroughtheLGOorYPLA.There

willbenoneedfortheparenttogothrough

thelocalauthority’scomplaintsprocess

beforeapproachingtheOmbudsmanor

YPLA,becausetheywillalreadyhavebeen

throughtheschool’sinternalcomplaints

process.

Guarantee 3.9: That every pupil beginning

Year 7 behind national expectations in

English and mathematics receives one-to-one

or small group tuition and their learning is

assessed through a progress check which is

reported to parents – from September 2010

166. Theentitlementtoone-to-onetuitionor

smallgroupsupportforpupilsenteringYear

7behindnationalexpectationsisnew.Ifa

childdoesnotreachLevel4attheendof

KeyStage2ineitherEnglishormathematics,

thenheorsheiseligiblefortheGuarantee.

PupilswillbeeligibleifeithertheirKeyStage

2testresultorprimaryschool’steacher

assessmentshowstheyarenotyetworking

atLevel4.

167. Everychildinamaintainedschooloran

AcademyinEnglandreceivesanend-of-Key

Stage2testresultandateacherassessment.

Parentswillnotbeabletodisputethe

outcomesofthestatutoryKeyStage2test

resultorteacherassessment.Wherethechild

hasnoend-of-KeyStage2testresultandno

primaryschoolteacherassessment,then

theyshouldreceiveone-to-onetuitionor

smallgroupsupportifthesecondary

school’sassessmentisthattheyareworking

atbelowLevel4.

168. Inaddition,allLookedAfterChildrenare

entitledtoadditionalsupportunderthis

Guarantee,eveniftheyhavereachedLevel4

oraboveattheendofKeyStage2.

169. Wheretheseeligibilitycriteriaaremetthe

governingbodymustmakeareasonable

offerofeitherone-to-onetuitionorsmall


groupsupportbytheendofYear7in

Englishand/ormaths.Ifachildmeetsthe

criteriainEnglishandmathstheymust

receiveareasonableofferofsupportinboth

subjects.Theaimshouldbethatallchildren

capableofreachingLevel4dosoandothers

maketheirexpectedlevelsofprogress.

170. Governingbodiesmustdecidewhich

interventionismostappropriateforeach

child,basedontheprimaryschool’steacher

assessments,transitioninformationandtheir

ownjudgment.

171. Whereone-to-onetuitionisthechosen

intervention,thegoverningbodymustmake

areasonableoffertothepupilof10hoursof

tuition.Thetuitionmustbedeliveredbya

qualifiedtutor.Thetermsoftuitionare

flexible–itmaybedeliveredatavarietyof

timesandinavarietyofplaces.Itmustbe


thechild’sentitlementhasbeenidentified

anditshouldbedeliveredatatimeand

placethatissuitableforthechild.

172. Wheresmallgroupsupportisthechosen

interventionitcantakeavarietyofforms.

ForthepurposesoftheGuaranteeitmust:

bedesignedtoincreaseapupil’srateof

progress;involveatightlystructured

programmeofsmallgrouporindividual

supportthatiscarefullytargetedtoaddress

specificlearningissues;andhelppupilsto

applytheirlearninginmainstreamlessons.It

canbedeliveredbyarangeofpeople,

includingaqualifiedteacher,ateaching

assistant,aLearningMentororapersonwith

specialistskillstoaddressaparticular

learningneed.Thesupportcantakeplace

withinnormallessons,forexampleaspartof

guidedlearningorthroughin-classsupport,

oroutsidenormallessons,forexample

withintimeallocatedforhomeworkclubsor

byappropriatewithdrawalfromlessons.The

numberofhoursofthesupportmayvary.


beofferedtothem.Insomeexceptional

casesiftheschooljudgesthattheir

particularlearningneedscannotbemet

throughacourseofone-to-oneorsmall

grouptuitionthentheschoolmaydisapply

theGuarantee.Thisexceptionisintendedto

caterforapupilwhohasspecific,defined

individualneedswhereotherinterventions

aremoreeffectiveorappropriate.Itmust

not beusedtoavoidprovidingchildrenwith

thisentitlement.

174. Itistheresponsibilityofthegoverningbody

oftheschooltomeettheGuaranteeforeach

eligiblepupil.However,wheretheschool

judgesthatone-to-onetuitionisthemost

appropriateintervention,buttheschoolis

unabletodeliverthetuition,thelocal

authoritymust ensurethatprovisionismade

sothatthechildreceivestuitionandthe

schoolmustcooperatewiththelocal

authorityinthisrespect.Ifthetuitionisnot

providedbytheschoolorthelocalauthority,

thentheparentisabletoseekredress

throughtheLGOorYPLA.Therewillbeno

needfortheparenttogothroughthelocal

authority’scomplaintsprocessbefore

approachingtheOmbudsmanorYPLA,


becausetheywillalreadyhavebeenthrough

theschool’sinternalcomplaintsprocess.

175. Governingbodiesshouldensurethatthe

typeofintervention,eitherone-to-one

tuitionorsmallgroupsupport,is

communicatedtoparentsassoonas

possiblesothattheyareawareofwhatthe

schoolisdoingtosupportthechildentering

Year7belowexpectationstomake

acceleratedprogress.Aprogresscheckmust

bemadebytheendofYear7andwillmean

thatpupilsandparentsunderstandhowthe

childhasprogressed;andtheresultofthe

progresscheckmustbecommunicatedto

parentsbytheendoftheyear.Theprogress

checkwillbebasedonteachers’own

assessments.

Guarantee 3.10: That every pupil identified

as gifted and talented receives written

confirmation by their school of the extra

challenge and support they will receive

176. Existingregulations67requireschoolsto

confirm,inrespectofallpupilsontheschool

register:“whetherthepupilhasbeen

registeredoridentifiedbytheschoolas

belongingtoitsgiftedandtalentedcohort”.

Thisinformationiscollectedthroughthe

termlyschoolcensus.

177. DCSFguidanceisthateveryschoolshould

identifyitsgiftedandtalentedlearners,

recognisingthatthispopulationwillchange

overtime.Eachcensusresponsetherefore

67 TheEducation(InformationaboutIndividualPupils)(England)Regulations2006

providesasnapshotoftheidentified

populationatthatpoint.

178. Thefollowingdutiesareimposedonthe

governingbodyoftheschool,orthe

proprietorofanAcademy.

179. Withinonemonthofidentificationasgifted

andtalentedthroughaschoolcensus,the

schoolmustdefinetheprovisionthatthe

schoolwillmakeorsecureasaconsequence

andmustcommunicatethatinwritingto

thepupilviahisorherparents,makingclear

thatthisisaresponsetotheiridentification

asgiftedandtalented.

180. Ifandwhenalearnerisnolongeridentified

asgiftedandtalented,theschoolmust

communicatethatinwritingtothepupilvia

hisorherparents

181. Ifthepupilcontinuestobeidentifiedas

giftedandtalented,theschoolmust update

theprovisionthattheschoolwillmakeor

secureasaconsequencewithinamonthof

thestartofeachacademicyearandmust


hisorherparents.

182. Thedescriptionofprovisionneednot

amounttoanindividualeducationplan

unlesstheschoolexpresslywishestousethis

approach.Itmustaddressthefollowing

elementsoftheInstitutionalQuality

StandardsforGiftedandTalentedEducation:

a. effectiveprovisionintheclassroom;

b. enablingcurriculumentitlementand

choice;

c. assessmentforlearning;


d. schoolethosandpastoralcare;

e. engagingwiththecommunity,families

andbeyond;and

f. learningbeyondtheclassroom.

183. ItmustalsofollowthoseStandardsas

definedatentrylevel,unlessthereisa

specificreasonrelatingtothecircumstances

oftheindividualchildconcernedwhich

makesitimpracticableorinappropriateto

followthem.

184. Furtherguidanceisavailabletoschools68,

andtheParentGuaranteesetsouthow

schoolsaretoconsultandinvolveparentsas

co-educatorsoftheirgiftedandtalented

children(inGuarantee8.8).

185. Whereaparent,onbehalfoftheirchild,does

notreceiveacommunicationinaccordance

withthedescriptionabove,orwherethe

communicationfailstomeetthedescription

above,theparentmaycomplainusingthe

standardschoolsrouteofredress.

Guarantee 3.11: That every pupil has an

opportunity to have a say on how well their

school is doing and how it can be improved

186. Pupils,askeystakeholdersintheirschool,

cancontributeeffectivelytothe

improvementandeffectivenessofthe

school,aswellasbenefitingfromthis

engagementintermsoftheirpersonal

developmentandwellbeingasindividuals.

187. Underregulations69,thegoverningbodiesof

maintainedschoolsmust inviteandconsider

68 [forthcoming]69 [forthcoming,inplacefromSeptember2010]

theviewsofpupilsonthetimeofschool

sessions,curriculumpolicy,genderequality

schemes,raceequalitypoliciesand

accessibilityplans.

188. Inaddition,governingbodiesmusthave

regardtostatutoryguidanceissuedbythe

SecretaryofStateaboutconsultationwith

pupilsinconnectionwiththetakingof

decisionsaffectingthem,havingregardto

theirageandunderstanding.

189. Thereisnocentralprescriptionastothe

meansbywhichgoverningbodiesandhead

teachersconsultwithpupils.Thisisamatter

foreachgoverningbodyandheadteacher

todetermineinthelightoftheirviewson

themosteffectivewaysofengagingpupils

intheschool.However,thestatutory

guidancedrawsonawiderangeofresearch

andsuccessfulpracticeinschoolsacrossthe

country;anditisillustratedbycasestudies

whichaimtoshowthereasonswhyschools

haveadopteddifferentapproaches,why

theyhavebeensuccessfulandthebenefits

thatdifferentstakeholdersintheschool

communityhavederived.Itisintendedto

supportandinspireschoolsinidentifying

andadoptingthemostappropriate

approachesforthem.

190. Governingbodiesshouldensurethatpupils

withparticularcommunicationsneedsare

positivelycateredforratherthanunableto

participatebecausethereisinsufficient

support.


Pupil ambition 4: All pupils able to take part in sporting and cultural activities




teachersandparagraphs199–219arenew

entitlementsunderthisGuarantee.

192. TheChildrenSchoolsandFamiliesAct2010

setsoutthespecificambitionthatevery

pupilwillgotoaschoolwheretheytakepart

insportandculturalactivities.

193. Academiesaregrantedcurricularflexibilities

and,whereGuaranteesunderthisambition

reflecttheNationalCurriculum,theydonot

includeAcademies.However,wherethe

Guaranteescreatenewentitlements,

Academiesareincluded.Thisisindicated

clearlyinthetextofeachGuarantee.In

addition,pupilsinAcademieswillalso

benefitfromatotalofthreehourssporting

activitywhichcanincludePhysicalEducation

(PE).

Guarantee 4.1: Deliver two hours high-

quality Physical Education (PE) and sport

194. PE(whichincludesgames)isalreadya

compulsorypartoftheNationalCurriculum

forallpupilsaged5–16,asasubjectinits

ownrightatsecondarylevelanda

componentoftheareaoflearning

‘understandingphysicaldevelopment,

healthandwell-being’atprimarylevel.

Schoolsarethereforealreadyrequiredto

teachthefullprogrammeofstudyforPEto

theirpupilsduringthistime70.Thisusually

takesaroundtwohoursaweek.

195. HighqualityPEandsportproducesyoung

peoplewiththeskills,understanding,desire

andcommitmenttocontinuetoimprove

andachieveinarangeofPE,sportand

health-enhancingphysicalactivities,inline

withtheirabilities.DCSFhaspublished,and

circulatedwidely,guidanceandmoredetail

onwhatismeantbyhighqualityPEand

sport,andhowtorecogniseit71.

Guarantee 4.2: Promote pupils’ spiritual,

moral and cultural development

196. Everypupilhasanentitlementtoa

curriculumwhichisbalancedandbroadly

basedandwhich“promotesthespiritual,

moral,cultural,mentalandphysical

developmentofpupilsandofsociety,

preparingpupilsfortheopportunities,

responsibilitiesandexperiencesoflater

life”72.Itshouldhaveadistinctivecharacter

andethosrootedinthelocalcommunity.

Thedutytodothisfallsonbothlocal

authoritiesandschoolgoverningbodies73.

Headteachersshouldensurethatpupils

haveopportunitiestodevelopmoraland

socialresponsibility,tothinkaboutvalues

andthemeaningoflife,andtowidentheir

culturalhorizons.

70 Forinformationontheprogrammeofstudy,see:http://www.qcda.gov.uk/

71 http://www.teachernet.gov.uk/teachingandlearning/subjects/pe/

72 EducationAct2002,Section78(1)73 EducationAct2002,Section79

http://www.qcda.gov.uk/

http://www.teachernet.gov.uk/teachingandlearning/subjects/pe/



197. Thiscanbedoneinthecurriculumbutalso

throughthedevelopmentofawholeschool

ethoswhichemphasisestheseissuesinall

partsofthedailylifeoftheschool.

198. AcademiesarenotsubjecttotheseNational

Curriculumrequirements,butarerequiredto

enablethespiritual,moralandcultural

developmentoftheirpupils74.

The Pupil Guarantee builds on these arrangements by adding the entitlements at paragraphs 199–219, below

Guarantee 4.3: Every 5–16 year old should

have access to five hours, and every 16–19

year old access to three hours, of high quality

PE and sport per week, in and out of school.

199. TheNationalCurriculumrequiresthat

schoolsmustteachthefullprogrammeof

studyforPEtoall5–16yearolds.In

deliveringtheprogrammeofstudy,

governingbodiesandheadteachersmust

ensurethattheyprovideatleasttwohours

highqualitycurriculumPEperweekfortheir

pupilsandshouldprovideatleastone

furtherhourofsportperweek,beyondthe

curriculum,outofschoolhoursonschool

sites75.Communityandclubproviderswill

worktogethertoseektoensurethatthese

threehoursofhigh-qualityPEandsportare

toppedupwithanadditionaltwohoursof

sport.Theprogrammeofstudydoesnot

applytoAcademies.However,governing

74 Education(IndependentSchoolStandards)(England)Regulations2003

75 Forfurtherinformationsee:http://www.qcda.gov.ukandhttp://www.teachernet.gov.uk/teachingandlearning/subjects/pe/

bodiesandprincipalsofAcademiesmust

ensurethatpupilsaged5–16havetwohours

PEand/orsporteachweekandshouldhave

atleastonefurtherhour.

200. Schoolgoverningbodiesandheadteachers

should workinpartnershipwithcommunity

groupsandclubstoensureanappropriate

threehoursportingofferisinplacefor16–19

yearoldsineducation.

201. Communityproviders,inpartnershipwith

countysportpartnerships,National

GoverningBodiesofsport,sportsclubsand

localauthorities,willbeexpectedtoprovide

accesstoaffordableopportunitiestotake

partinsportfor16–19yearoldsnotin

education,employmentortraining.

202. ThisGuaranteewillapplyinmaintained

schoolsandAcademies.Thestandard


Guarantee 4.4: Every pupil should have

access to regular competitive sport, coaching

to improve their skills and enjoyment, a

choice of different sports, pathways to club

and elite sport, and opportunities to lead and

volunteer in sport

203. TheNationalCurriculumrequiresthatall

5–16yearoldsinmaintainedschoolsmust

betaughtcompetitivesportingactivitiesas

partoftheircompulsorycurriculumPE

provision.Headteachersshouldensurethat

thereareopportunitiesforchildrentotake

partincompetitionbothwithintheschool

andwithotherschools.

http://www.qcda.gov.uk




204. Theentitlementtoregularcompetitivesport,

coaching,rangeofdifferentsports,pathways

toclubandelitesportandopportunitiesto

leadandvolunteerinsportisnotuniversal

andshouldbedecidedonachild-by-child

basis.


schoolsandAcademies,althoughAcademies

arenotboundbytherequirementsofthe

NationalCurriculum.Thestandardschools


Guarantee 4.5: That through partnerships

between schools and other external

providers (such as libraries, museums and

performing arts organisations), every pupil

should have access to high-quality cultural

activities in and out-of-school, with an

aspiration that, over time, this will reach five

hours a week for all

206. InvolvementintheArtscanhaveapositive

impactonpersonal,socialandeducational

developmentforachild.Fortheseeffectsto

befelt,schoolsshould considerwhat

childrenneedinordertoexperience

meaningfulengagementinculturalactivity

aspartofandaboveandbeyondwhatis

coveredinthecurriculum.

207. Forexample,childrenmayseeanartist,

writerorperformercomeintotheschoolto

runaworkshopaimedataspecificcreative

outcome;theymaybeinvolvedinatripout

oftheschooltoamuseum,heritagesite

galleryorconcert;ortheymayhave

opportunitiesafterschooltodeveloptheir

owntalents,forexampleinart,drama,music

orfilm.

208. Theinvolvementofawiderangeofcultural

organisationsisneededtodeliverabroad

rangeofopportunitiesandtheyneedto

workinconjunctionwithschools–thisisthe

onlywaythatallchildrenwillhave

opportunitiestoexperienceawiderangeof

differentculturalactivityandtodevelop

theircreativetalents.Schoolsshould

considerhowtheycanplaytheirpartin

fosteringlinks.

209. Whereapupilorparentbelievesthatthis

Guaranteeisnotbeingdelivered,the

standardschoolsrouteofredressapplies.




Guarantee 4.6: That every primary school

pupil should have access to childcare in

response to the local pattern of demand

211. Localauthoritiesmustassessthelocal

childcaremarketandmust securesofarasis

reasonablypracticable,sufficientchildcare

forworkingparents76.Thisincludeschildcare

forbothpre-school-agedchildrenand

school-agedchildren.Itcaninclude

supervisedactivitiesbeforeorafterschoolas

wellasotherformsofchildcare.The

childcareavailableshouldmeettheneedsof

thecommunityingeneralandinparticular

thosefamiliesonlowerincomesandthose

withdisabledchildren.Governingbodies

76 Sections6,8–11and13oftheChildcareAct2006


shouldco-operatewithlocalauthorities

whenlocalauthoritiesundertaketheir

childcaresufficiencyassessmentandintheir

effortstosecuresufficiency.

212. Governingbodiesofprimaryschoolsmust

facilitateaccesstochildcare(including

supervisedactivities)fortheirpupilsbefore

orafterschool,inresponsetothelocal

patternofdemand.Facilitatingaccessinthis

contextmeansofferingchildcareonthe

schoolsite(usingthegoverningbody’s

powersundersection27oftheEducation

Act2002)and/orofferingadviceand

assistancetoparentsonobtainingchildcare

elsewhere.Thus,thechildcaredoesnot

necessarilyneedtobedeliveredonthe

schoolsiteorbytheschoolitself;schools

cansignposttootherschoolsorthirdparty

providers.Governingbodiesshouldworkin

partnershipwithotherschoolsinthearea

(aspartofaclusterarrangement)andin

partnershipwiththethirdsectortofacilitate

thedevelopmentofappropriatechildcare

arrangements.Parentscangenerallyexpect

topayforchildcare.However,theymaybe

eligibleforsupportthroughWorkingTax

Creditsandchildcarevoucherstohelppay

forthesecosts.

213. Ifaparentorfamilyishavingdifficulty

findingappropriatechildcare,theycan

pursuethestandardlocalauthorityrouteof

redress.




Guarantee 4.7: Every pupil should have

access to activities out-of-school hours,

which may include study support, play/

recreation, sport, music clubs, arts and crafts

and other special interest clubs, and business

and enterprise activities. And every young

person should have access to a range of

positive activities

215. Governingbodiesmustfacilitateaccessto

out-of-schoolactivitiesforalltheirpupils.

Facilitatingaccessinthiscontextmeans

eitherbyprovidingactivitiesitselfaspartof

theschool’soffertoitspupilsand/orby

providinginformationandassistanceto

parentsandpupilsonotherprovidersof

activities.Theactivitiesofferedbythe

governingbodyaresubjecttotheresources

andfacilitiesavailableandtoconsultation

withparentsandpupils.

216. Governingbodiesshouldworkin

partnershipwithotherschoolsinthearea(as

partofaclusterarrangement)andothersto

facilitateaccesstoarangeofactivities.

Individualschoolscandecidewhichactivities

appropriate,inthecontextofresources,local

provision,localdemandandinconsultation

withparentsandpupils.

217. Undersection507BoftheEducationAct

1996,localauthoritiesmust,sofarasis

reasonablypracticable,secureaccessto

positiveactivitiesoutsideschoolforcertain

childrenandyoungpeopleaged13and

over,andtopublicisetheseactivities.This

mightincludesportsclubs,artsgroupsor

youthclubs.Aspartofthis,localauthorities


shouldworkwithgoverningbodiesinthe

provisionofsuchactivitiesincludingthe

commissioningofactivitiesandwidening

accesstoschoolpremisesafter6pmandat

weekends,includingFridayandSaturday

nights.

218. Whenplanningout-of-schoolactivitiesforits

pupils,governingbodiesshouldconsult

pupilsoftherangeofactivitiesandtakeinto

accounttheviewsexpressedbychildrento

ensuretheactivitiesonofferreflectdemand.

Governingbodiesshouldbeopenwith

childrenabouttheresultsofconsultation

andactiontakenfollowingconsultation.

Schoolsarenotrequiredtoprovideall

activitiesfreeofcharge,butgoverning

bodiesshouldmakeeveryefforttoensure

theirofferisinclusiveandaccessibletoall

children,takingintoaccountfinancial,

transportandotherbarriers.




Pupil ambition 5: Health and wellbeing are promoted, pupils are able to express their views and both they and their families are welcomed and valued




teachersandparagraphs229–238arenew

entitlementsunderthePupilGuarantee

itself.

Guarantee 5.1: Promote the five Every Child

Matters outcomes of: be healthy, stay safe,

enjoy and achieve, make a positive

contribution, and achieve economic

wellbeing

221. Thegoverningbodiesofallschools,

includingShortStaySchools77,must, in

dischargingtheirfunctionsrelatingtothe

conductoftheschool,promotethe

wellbeingofpupilsattheschool.Academies

establishedsince2007areunderasimilar

requirementbyvirtueoftheirfunding

agreements.Wellbeingisdefinedforthese

purposesintermsofthefiveECM

outcomes78:

a. behealthy;

b. staysafe;

c. enjoyandachieve;

d. makeapositivecontribution;and

e. achieveeconomicwellbeing.

222. Theschool’sdistinctivecontributionto

wellbeingishelpingeachchildtosucceed

throughexcellentpersonalisedteachingand

learning.Butgoverningbodiesmust also

considerhow,throughtheirconductofthe

school,theycancontributetoallaspectsof

children’swellbeingwhichareimportantin

theirownrightandwhichalsoaffect

children’sabilitytolearnanddevelop.

Governingbodiesandheadteachersshould

dothisthroughtheircurriculum,activities

beyondtheschoolday,pastoralcare

77 RegulationsundertheEducationAct200678 EducationAct2006


systems,specificpoliciestopromote

wellbeingsuchasanti-bullyingand

safeguardingpoliciesandthroughtheethos

andvaluesoftheschoolasreflectedinthe

behavioursmodelledbystaff.

223. Inordertopromotepupils’wellbeing,

governingbodiesandheadteachersshould

haveeffectivearrangementsinplacefor:

a. knowingeachchildandhisorherfamily

circumstances;

b. earlyidentificationofanychildwith

emergingproblems,andforresponding

tothoseneedswithintheschoolif

possible;and

c. collaborationwithotherchildren’s

servicessothatschoolscanaccessmulti-

agencyteamsofprofessionalswhere

necessary.

224. Inordertopromoteallaspectsofpupil

wellbeingeffectively,governingbodiesand

headteachersshould alsoseektoworkwith:

a. eachothertosupportawiderofferto

pupilsandparents–forexample,as

currentlyundertakenthroughschool

clusterswhicharedeveloping

partnershipworkingarrangements,or

throughbehaviourandattendance

partnerships;

b. theirChildren’sTrust,bycontributingto

discussionsaboutlocalneedsand

prioritiestobereflectedintheChildren

andYoungPerson’splan;and

c. parentsandcarers,workingwiththemas

partnersintheirchildren’slearningand

development.

225. SchoolsareinspectedbyOfstedonthe

contributiontheymaketoallaspectsofa

child’swellbeing.Inpromotingwellbeing,

governingbodiesmust haveregardtothe

ChildrenandYoungPeople’sPlanfortheir

areaandmust haveregardtotheviewsof

parents.Governingbodiesandhead

teachersshould considertheircontribution

toallaspectsofpupilwellbeingintheircycle

ofself-evaluation,improvementplanning

andreview.Governingbodiesandhead

teachersshould startbyconsideringthe

evidenceavailableabouttheirpupilsin

relationtoeachofthefiveEveryChild

Mattersoutcomes,takingaccountoftheir

particularresponsibilitiesunderequalities

legislation.

226. Governingbodiesandheadteachers’

assessmentoftheircontributiontothe

wellbeingoftheirpupilswillinfuturebe

informedbynewschoollevelwellbeing

indicators,includingmeasuresbasedon

pupils’viewsoftheschool’scontribution.

Theintentionisthatthesewillprovide

robustbenchmarkeddatathatwillallow

schoolstocomparetheircontributiontothat

ofotherschools.Thecomparative

informationwillbeavailabletoparentson

theSchoolReportCard.

227. Examplesofschools’contributiontopupil

wellbeinginclude:havingasupportive

schoolethoswhichvalueseachchildasan

individualandpromotesself-respectand


respectforothers;deliveringgoodhealth

educationinPSHE,withinputasappropriate

fromhealthprofessionals;creatingahealthy

environmentintheschoolwithgood,

appetisingschoolfoodandbypromoting

physicalactivitythroughsport,danceand

activeplay;lookingoutforsignsofany

abuseorneglect;ensuringeffective

arrangementsfordealingwithanyincidents

ofbullying;offeringsport,culturaland

volunteeringopportunitiesbothwithinand

outsidetheschoolday;anddevelopingthe

personalattributesandnon-cognitiveskills

suchasresilience,initiativeandsocialskills

thatareessentialforsuccessinlife.

228. Thisguaranteeappliestomaintainedschools

andAcademies,andthestandardschools


The new Pupil Guarantee extends existing entitlements by the provisions in paragraphs 229–238 below

Guarantee 5.2: That every pupil receives

personal, social, health and economic

education (PSHE)

229. Governingbodiesandheadteachersmust

ensurethatpupilsaretaughtPSHE

covering79:

a. alcohol,tobaccoandotherdrugs;

b. emotionalhealthandwellbeing;

c. sexandrelationships(subjecttoparents’

righttowithdrawtheirchildrenuptothe

ageof15);

79 Sections11and12ofTheChildren,SchoolsandFamilies[Act2010]

d. nutritionandphysicalactivity;

e. personalfinance;

f. individualsafety,and

g. careers,businessandeconomic

education.

230. Thedetailedrequirementsofthesubject,

andtheextentofcoverageofeachofthe

aboveareasaresetoutforKeyStage1and2

pupilsaspartofthe‘AreaofLearning80’

‘Understandingphysicaldevelopment,

healthandwellbeing’andforKeyStage3

and4pupilsinseparateprogrammesof

study.Headteachersandgoverningbodies

mustensurethattheseareadheredtoand

must haveregardtostatutoryguidance

issuedbytheSecretaryofState.

231. TeachingofPSHEfollowsthese principles:

a. itmustbeaccurateandbalanced;

b. itmustbeappropriatetotheageofthe

pupilsconcernedandtotheirreligious

andculturalbackgrounds,andreflecta

reasonablerangeofreligious,cultural

andotherperspectives,and

c. itmustbetaughtinawaythat

endeavourstopromoteequality,

encouragestheacceptanceofdiversity

andemphasisestheimportanceofboth

rightsandresponsibilities.

232. Inthespecificcaseofsexandrelationships

educationgoverningbodiesshouldconsult

withparents(andpupilsinsecondary

80 ‘AreasofLearning’intheprimarycurriculumwereintroducedbys.10oftheChildren,SchoolsandFamilies[Act2010],andallowteachingacrosstraditionalsubjectdividesatthislevel.


schools)indevelopingtheirpolicyandmust

makethatpolicypubliclyavailableto

parents.


schoolsandinKeyStages3and4in

Academies.Thestandardschoolsrouteof

redressapplies.

Guarantee 5.3: That every pupil should go to

a Healthy School that promotes healthy

eating,an active lifestyle and emotional

health and wellbeing

234. AllschoolsshouldhaveaccreditedHealthy

Schoolsstatus,whichpromoteshealthy

eating,physicalactivity,andemotional

healthandwellbeing.Insupportinghealthy

eating,schoolsmust beprovidingschool

foodthatmeetstherequiredschoolfood

andnutritionalstandardsandshouldbe

encouragingallpupilstotakeuptheofferof

healthyschoollunches.

235. OnceaschoolhasachievedHealthySchool

status,itcanconsiderapplyingforEnhanced

HealthySchoolstatus.TheHealthySchools

enhancementmodelencouragesschools,in

consultationwithlocalpartnerssuchasthe

localauthorityandlocalhealthservices,to

agreealimitednumberofkeyhealth

outcomes,whichtheschoolswillwork

towardsimprovinginpartnershipwith

others.Inagreeingwhichoutcomestofocus

onschoolsshould considerthekeyhealth

andwellbeingneedsoftheschool

population,includingthosemostatriskof

poorhealthoutcomes.

236. Commitmenttodevelopinghealthyeating,

anactivelifestyleandemotionalhealthand

wellbeingwillbefurtherenhancedby

schoolsbecomingSustainableSchools.Itis

expectedthatallschoolswillbeSustainable

Schoolsby2020.ASustainableSchool

deliversitscorebusinessofschool

improvementandchildren’swellbeingina

waythatsupportswidersustainable

developmentsuchaseffortstoreduce

carbonemissionsandmitigateclimate

change.

237. ASustainableSchoolhasanethosbasedon

care:foroneself,eachotherandthe

environment,anditdeliversthisfocuson

carethroughitscurriculum,howitoperates

itscampusandinitsrelationshipswithits

community.Thissetsastrongfoundationfor

supportingtheemotionalhealthand

wellbeingofpupils,asitisgroundedin

strongrelationshipsandasustainable

community.




53

Part 3: The Parent Guarantee

This Part constitutes the Parent Guarantee81

Parent ambition 1: Parents have opportunities, information and support to exercise choice with and on behalf of their child

239. Fromthetimetheyfirstconsidertheschools

theywouldliketheirchildtoattend,totheir

decisionswiththeirchildaboutwhattheydo

whentheyleaveschool–itiscriticalthat

parentshavetheinformationtomakethe

choices(andsupporttheirchildinmaking

choices)thatarerightfortheirchild.The

Governmentisalsoclearthatthechoices

andviewsofparentsareessentialtodriving

improvementthroughtheeducationsystem.

240. First,itisessentialthatallparentshave

confidencethatallschoolswilldeliverhigh-

qualityeducationandthatGovernmentwill

takeactionwhentheydonot.Parentsneed

tofeelthattheirviewsonthechoiceof

schoolsavailablelocallyaretakeninto

account;andareentitledtohavetheir

applicationforaschoolplacehandledbya

fairadmissionsprocess.Tohelpparents

81 Thetechnical,legally-bindingParentGuaranteeisconstitutedbythispartofthedocument.

decidewhichschoolswouldbestmeettheir

child’sneeds,allparentsneedinformation

onschoolpoliciesandperformance.Some

parentsneedhelptounderstandthat

informationandsotheyhaveaccessto

ChoiceAdvice.

241. Oncetheirchildhasjoinedaschool,parents

areentitledtohavetheirviewsonextended

services,behaviour,thecurriculumand

travellistenedtoandacteduponbythe

governingbody.Toenabletheirchildtoget

themostoutoftheirtimeattheschool,

parentsneedinformationonthepolicies

thattheschoolhasinplaceandneed

opportunitiestobecomeinvolvedinschool

governance.

242. Itisessentialthatparents’viewsonhow

eachschoolisdoingcanbetakeninto

accountbyotherparents,theschoolandthe

organisationsthatsupportschools.Parents’

viewsonhowtheschoolisdoingare

thereforereflectedon

theSchoolReportCardandtheirviewsare

takenintoaccountbyOfstedwhenthe

schoolisinspected.

243. Finally,parentsneedinformation,adviceand

guidanceoncareersandsubjectchoices

opentotheirchildwhiletheyareatschool


andwhentheyaremakingdecisionsabout

movingonfromtheschool.

Guarantee 6.1: Parents can be confident that

the Government will take action where

schools or local authorities are not delivering

a high-quality education

244. Everyparentneedsandwantstheirchildto

gotoagoodschoolthatcontinually

improvesitself.ThatiswhytheGovernment

iscreatingasystemwhereeveryschoolgets

challengedandsupportedtoimprovein

waysthatmeettheparticularneedsand

circumstancesofthechildren,theschool

andtheparents.TheGovernmenthasset

outtherolesandresponsibilitiesofitself

andoflocalauthoritieswithregardsto

schools’improvement.Allgoverningbodies

areresponsiblefortheirown

improvementandlocalauthorities(orthe

YPLAactingonbehalfoftheSecretaryof

StateinthecaseofAcademies)shouldwork

tosupportandchallengethemtoachieve

theiraims.Thisincludesgoverningbodies

beingclearabouttheactionsthatwillbe

takenbylocalauthoritiesandthe

Governmentiftheydonotimprove.

Guarantee 6.2: Local authorities will seek and

listen to parents’ views on the range and

quality of the schools in their local area

245. Localauthoritiesalreadyhaveanumberof

dutiesinrelationtoinvolvingparentsin

planningandsecuringtheprovisionof

schools.

246. Priortothepublicationofanyproposalfora

newschooltheproposersmustconsultall

interestedpartiesprovidingthemwith

sufficientinformationontheproposal(s)and

allowingadequatetimeforresponsestobe

made.Inreachingadecision,theDecision

Makershould notsimplytakeaccountofthe

numbersofpeopleexpressingaparticular

viewwhenconsideringrepresentationson

proposals.Instead,theDecisionMaker

shouldgivethegreatestweightto

representationsfromthosestakeholders

likelytobemostaffectedbytheproposals,

forexampletheparentsofchildrenwho

mightbeeligibletoattendthenewschool.

247. Localauthoritiesshould,asamatterof

course,bedesigningdiversityofprovision

andfactoringinparentalviewsandwishes

aspartoftheirplanningprocess,inorderto

driveupstandards.Consultingwithparents,

carersandlocalpartnerswillbepartofthe

proactiveworkundertakenbylocal

authoritiesindesigningaschoolsystem

responsivetothelocalcommunity.

Engagementwithlocalparentsshould not

onlytakeplacewhentherearespecific

proposalsforclosingoropeningaschoolin

thearea,butbeanongoingintegralpartof

theauthoritiesplanningprocess.

248. Undertheparentalresponsivenessduty,

localauthoritiesmustseekandanalysethe

viewsofYear6parentsannuallyonthe

provisionofschoolplacesintheirarea.

Wheretheiranalysisshows‘materialparental


dissatisfaction’82withtheexistingrangeand

qualityofprovision,thelocalauthoritymust

consultparentsandmustdevelopaplan

thataddressesthedissatisfaction,asfarasis

reasonablewithinthecontextofthat

authority.Localauthoritiesmust alsopublish

theoutcomesofthesurvey.

249. Parentsmustbegivenanopportunityto

makerepresentationsonthecontentofthe

plan.Wherethoserepresentationsarenot

sufficientlyfavourablethelocalauthority

mustrefertheplantotheSchools

Adjudicator.IftheAdjudicatorrejectsthe

responseplan,theauthoritymustwithdraw

thisandmustprepareandpublishafurther

plan.TheAdjudicatormayalsodetermine

thataplanisapprovedorthatspecific

modificationsarerequired.

Guarantee 6.3: Parents can have confidence

that the School Admissions Code ensures

that a fair local process must be in place to

allocate a school place to their child

250. Parentscanhaveconfidencethatfairaccess

policies,whenproperlyimplemented,will

removebarriersforparentsinsecuringa

schoolplaceonafairbasis.Fairaccess

policiesalsoencompasslocalpolicieson

pupiltravelanduniform.Admission

arrangementsarelocallydevised,proposed,

consulteduponandadopted(‘determined’)

tofitlocalneeds.

251. Parentscanobjecttoanyaspectofaschool’s

admissionarrangementsduringlocal

82 Whatconstitutes‘materialparentaldissatisfaction’issetoutinregulations[forthcoming].

consultationonproposals,oroncetheyhave

beenadopted,byraisingtheirconcernwith

theindependentschoolsadjudicator(inthe

caseofmaintainedschools)ortheYPLA(in

relationtoAcademies)eitherofwhomcan

directrevisiontoensurecompliance.

AdmissionsForums,comprisedoflocal

executive,educational,communityand

religiousbodies,mustmeetregularlyto

considerhowfairaccessis.

252. Parentsalsohavearightofappealtoan

independentpanelforeachrefusedplace.

Panelsmustestablishthefactsandbalance

theargumentstoreachafairoutcome.

Panelsareessentiallyaformoftribunal,and

theirdecisionscanonlybereviewedbythe

courts.However,theirconductcanbe

reviewedonapplicationbyparentstothe

LocalGovernmentOmbudsmaninrelation

tomaintainedschoolsortheYPLA,actingon

behalfoftheSecretaryofState,inrelationto

Academies.TheSchoolAdmissionAppeals

Codehasstatutoryforce,andmustbe

followedbypanels,clerksandothers

concernedwiththeappealsprocess.

253. Governingbodiesandlocalauthorities

(admissionauthorities)mustfollowthe

entireSchoolAdmissionsCodeandthe

AppealsCode,orrisktheindependent

SchoolsAdjudicator/YPLArequiringthemto

doso.Localauthoritiesareprimarily

responsibleforensuringfairaccess,and

mustreporteachyearontheirlocalareato

theSchoolsAdjudicator.

254. Parentsmustbeconsultedwhengoverning

bodiesandlocalauthoritiesproposenewor


revisedadmissionspolicies.Thesemust

explainhowapplicationswillbehandled,

andhowplaceswillbeallocatedifthereare

moreapplicantsthanplaces.

255. Everyapplyingchildmustgetanofferofa

stateschoolplace,whichisco-ordinatedby

localauthorities.Iftherearetoomany

applicationsforaschool,childrenincare

mustbegivenpriority.Otherprioritygroups

mayinclude,forexample,childrenwithSEN

ordisabilities,thoselivingnearesttothe

school,twinsorsiblings,orchildrenfrom

servicefamilies.

256. UndertheDisabilityDiscriminationAct1995

(asamendedbytheSENandDisabilityAct

2001)governingbodiesandlocalauthorities

(admissionauthorities)mustpublish

accessibilityplansandstrategies.Theymust

notdiscriminateagainstdisabledchildrenin

theiradmissionsarrangements,inthe

educationandassociatedservicesprovided

bytheschoolforitspupilsorinrelationto

exclusionsfromtheschool.Governing

bodiesandlocalauthoritiesmustalso

publisha“disabilityandequalityscheme”.

257. Governingbodiesandlocalauthoritiesmust

limittheschool’sintakeeachyear,butmust

notimposeconditionssuchasinterviews,

donationsorsigningagreementsinadvance.

Thegoverningbodiesandlocalauthorities

ofdesignatedschoolscansettestsfor

children’sabilityoraptitude,orprioritise

childrenoftheirfaith.

258. Ifunsuccessfulingettingaspecificschool

place,governingbodiesmustgiveparents

reasonsandtheoptiontoappealagainstthe

decision.Theschoolplacemust notbe

withdrawnonceachildisinschool,unless

theirplacewasobtaineddishonestly.

Guarantee 6.4: Parents get a package of

information on every school in which they

are interested that includes the School

Report Card, giving information on school

performance, and its prospectus, giving

information on its policies, including

expectations of behaviour

259. Thisisanewrequirementonlocal

authoritiestomakeavailabletoparents

informationonschoolsintheirlocalarea

fromschoolprospectusesalongside

informationfromSchoolReportCards.This

willinformparents’choiceswhilemaking

applicationstoschoolsfortheirchildren.

260. Regulations83requirelocalauthoritiesand

governingbodiestomakeinformation

availabletoparentsonschoolsinthelocal

area.Everyyear,inlinewithtimescalesset

outinlegislation,localauthoritiesmust

publishacompositeprospectus(orseparate

compositeprospectusescoveringprimary

andsecondaryschools)whichmustinclude

allmaintainedschools,Academies,andCity

TechnologyCollegesandCityCollegesfor

theTechnologyoftheArtsinthecomposite

prospectusarea.

261. Compositeprospectusesmustinclude:the

applicationprocessforschools;acopyofthe

commonapplicationformandguidanceon

83 Education(SchoolInformation)(England)Regulations2008(SI2008/3093)


howtocompleteit;detailsoflocaltravel

arrangements(includingspecific

arrangementsforchildrenwithSENand

wherepreferencesforschoolsareexpressed

onthegroundsofreligionorbelief);a

summaryofthelocalauthority’s

co-ordinatedadmissionscheme;andan

explanationofthelocalauthority’sfair

accessprotocol.

262. Localauthoritiesmust alsopublishother

informationontheireducationalpolicies

including:contactdetailsforanyenquiriesto

thelocalauthorityonitseducationalpolicy;

provisionforschoolmealsandschool

uniforms;localarrangementsandpoliciesfor

oneducationalgrantsandallowances;the

localpolicyonenteringpupilsforpublic

examinations;localprovisionsforpupilswith

SEN,andtheirfamilies;localchargingand

SustainableModesofTravelStrategyand

summary;andlocaleducationaltravel

arrangementsandthetravelstrategy.

263. Compositeprospectusesshould also

signpostparentstowardsfurther

informationdirectlyfromschools(for

examplefromtheirwebsites);ortowards

sourcesofindependentadviceonlocal

schoolsandadmissionsprocesses(like

independentChoiceAdviserswhoare

alreadytargetingtheirsupporttowardsthe

morevulnerableparentswhenchoosing

secondaryplaces);andParentPartnership

Services(PPS)forparentsofchildrenwith

SEN,whichshouldbeprovidedbydedicated

staffworkingseparatelyfromthelocal

authority’sSENteamtoprovideneutral

adviceandinformationtoparentsabout

theirchild’sneeds,SENpolicies,

interpretationofinformation,

empowermentandsupportthroughthe

statutoryassessmentprocess.

264. Governingbodiesshouldalsomake

availabletoparentstheirbehaviourpolicies.

Theymustensurethattheirpoliciesare

designedtopromotegoodorder,encourage

self-disciplineandrespectamongpupils,and

preventallformsofbullying.

265. Governingbodiesandlocalauthoritiesmust

meettheirstatutoryresponsibilitiesto

provideinformationtoparentsthroughthe

SENinformationregulationsandthroughthe

DisabilityDiscriminationAct84.Thisincludes

askingparentsfortheirfeedbackonhow

welltheirinformationneedsarebeingmet.

Guarantee 6.5: Parents can get help and

support from Choice Advisers

266. Localauthoritiesmustprovidean

independentChoiceAdviceservicefor

parentswhoneedsupportonchoiceof

schoolplace,forexamplethosewhohave

notcompletedanapplicationform,those

whofinditdifficulttoengagewiththeir

child’sprimaryschool,thosewhoexperience

problemswiththeirownreadingand

writing,andthosewhohaveEnglishasan

additionallanguage.ChoiceAdvicemustbe

independentandimpartialandmustbe

targetedatthoseparentswhomostneed

84 TheSpecialEducationalNeeds(ProvisionofInformationbyLocalEducationAuthorities)(England)Regulations2001SI2218,publishedwiththeoftheSENCodeofPractice


supportwiththesecondaryschool

admissionsprocess.Somelocalauthorities

alsoprovideChoiceAdviceattheprimary

admissionsstage,forinyearadmissions,and

attheappealsstage.Manyparentsinneed

ofchoiceadviceareunlikelytoseekouthelp

forthemselves,soChoiceAdvisersshould

developlinkswithotheragenciessuchas

schoolsandcommunityorganisationsin

ordertoidentifyandreachthem.Local

authoritiesshouldensurethatChoice

Adviserslinkwithotherlocalagenciessuch

asParentPartnershipServicestoensurethat

parentsgetadvicewhichistailoredtotheir

child’sneeds.

267. Parentscanmakeacomplaintusingtheir

localauthority’sformalcomplaints

procedureiftheyfeeltheyshouldhave

receivedChoiceAdviceandtheydidnot–

thestandardlocalauthorityrouteofredress

applies.

Guarantee 6.6: Parents have their views on

services, behaviour, the curriculum and

travel listened to and acted upon by the

school

268. UnderSection28oftheEducationAct2002,

thegoverningbodiesofmaintainedschools

must consultparentsbeforesettingup

communityfacilitiesandtakeintoaccount

theirviewsindeliveringcommunityfacilities.

Governingbodiesshouldalsoconsult

parentsabouttheprovisionofotherservices,

activitiesandfacilities.Theyshouldinvolve

parentsinplanningtheactivitiesforchildren

andyoungpeopleandidentifyingwhat

activitiesarewantedforparentsthemselves.

Ifaparentdoesnotthinktheirviewson

extendedserviceshavebeenproperlytaken

intoconsideration,theycanpursuethe

matterthroughtheschool’scomplaints

procedureinthefirstinstance.

269. Localauthoritiesareunderadutytoensure

thatsuitabletravelarrangementsaremade,

wherenecessary,tofacilitateachild’s

attendanceatschool.Localauthorities

shouldensurethattherearetravel

arrangementsinplacewhich,insome

circumstances,maybefreeofcharge.

Informationabouttheavailabilityofhometo

schooltravelandtransportmustbemade

availabletoparentswith

detailsoftravelandtransportoptionsbeing

setoutintheauthority’s

compositeprospectus.

270. Localauthoritiesshouldhaveinplacea

robustappealsprocedureforparentsto

followiftheyhavecauseforcomplaintor

disagreementconcerningtheeligibilityof

theirchildfortravelsupport.Thedetailsof

appealsproceduresshouldbepublished

alongsidetravelpolicystatements.

271. Localauthoritiesshouldpublishgeneral

arrangementsandpoliciesinrespectof

transportforpupilsofcompulsoryschool

ageandbelowtoandfromschoolsand

institutionswithinthefurthereducation

sector.Localauthoritiesshouldconsult

widelyonanychangestotheirlocalpolicies

onschooltravelarrangements,withparents

includedintheconsultations.


272. Governingbodiesshouldseektheviewsof

parentsandpupilswhendevelopingtheir

schoolfoodpolicy.Theyarealsoencouraged

toconsultwidelyonanychangestotheir

schooluniformpoliciesandseektheviews

ofparentsbeforeimplementingachange.

273. Localauthoritiesshouldhaveinplacea

robustappealsprocedureforparentsto

followiftheyhavecauseforcomplaintor

disagreementconcerningtheeligibilityof

theirchildfortravelsupport.Thedetailsof

appealsproceduresshouldbepublished

alongsidetravelpolicystatements.

274. Everyschoolmust85haveabehaviourpolicy,

includingdisciplinarymeasures,determined

bytheheadteacher/teacherinchargeinthe

lightofprinciplessetbythegoverning

body86.Theheadteacher87mustpublicise

themeasuresinthebehaviourpolicyand

drawthemtotheattentionofstaff,allpupils

andallparentsatleastonceayear.

Governingbodiesmustensurethatpolicies

designedtopromotegoodorderand

disciplinearepursuedattheschooland

parentsshouldbeconsultedonhelpingto

designtheschool’sdraftcurriculumpolicy.

Parents’viewswillthenbeconsideredbythe

headteacherorgoverningbody.Governing

bodiesmustreviewtheschoolbehaviour

85 Formaintainedschools(includingnursery,specialandpupilreferralunits)andnon-maintainedspecialschools,therelevantlegaldutiesaresetoutinsections88–89oftheEducationandInspectionsAct2006.SimilardutiesareplacedonindependentschoolsundertheEducation(IndependentSchoolStandards)(England)Regulations2003or,inthecaseofAcademies,undertheirFundingAgreementwiththeDepartment.

86 ThelegalresponsibilityforthegovernancearrangementswithinanacademyiswiththerelevantAcademyTrust.

87 TheheadteacherofanAcademyisknownasthePrincipal.

policyandmust consultallpupilsand

parents(thisshould beatleastonceevery

twoyears),andmustdrawittotheir

attentionatleastonceeveryyear.The

consultationcanbeorganisedinvarious

waysbutmust besuchthatallpupilshave

theopportunitytoexpresstheirviews.

275. Everyschoolmusthaveacurriculumpolicy88

whichisreviewedeveryschoolyear.Parents

shouldbeconsultedonhelpingtodesign

theschool’scurriculumpolicyandtheir

viewsconsideredbytheheadteacherand

governingbody.

276. TheserequirementsarethesameforShort

StaySchoolswheretheheadteacheror

teacherinchargeandthemanagement

committeehavetheresponsibilities.

277. Schoolsshouldbeawarethatchildrenwith

SpecialEducationalNeedsandDisability

(SEND)areparticularlyliabletobeaffected

bybullying.Schoolsanti-bullypolices

shouldreflectthis.ChildrenwithSENDmay

alsoexhibitbullyingbehaviour;alearner

withBehavioural,EmotionalandSocial

Difficulties(BESD)forexamplemay

demonstrateanti-socialbehaviourbutdid

notintendtobully.89Althoughschoolsneed

totacklebehaviourwhichdisruptsthe

educationofotherchildren,whateverthe

cause,theyshouldconsiderwhether


interventionsfordisabledchildrenandthose

88 Regulation8oftheEducation(SchoolGovernment)(TermsofReference)(England)Regulations2000.

89 http://publications.teachernet.gov.uk/eOrderingDownload/Bullying-SEN.pdf

http://publications.teachernet.gov.uk/eOrderingDownload/Bullying-SEN.pdf

http://publications.teachernet.gov.uk/eOrderingDownload/Bullying-SEN.pdf


withSENwilladdressthesechildren’s

behaviouraldifficulties.

278. UndertheDisabilityDiscriminationAct

governingbodiesmust makereasonable

adjustmentstopreventdiscrimination

againstdisabledpupils.Schools’anti-

bullyingpolicesmustincludemeasures

aimedtopreventallformsofbullying.

Guarantee 6.7: Parents can access

information on school policies including on

SEN and usually covering behaviour and

uniform expectations

279. Underschoolprospectusregulations,

governingbodiesofmaintainedschools

must produceaprospectusthatgives

informationabouttheschool.Theschool’s

prospectusesmustincludetheschool’s

name,address,telephonenumber,website

address(iftheyhaveone),ageneralemail

address,thenameoftheschool’shead

teacherandthechairofthegoverningbody.

280. Theschool’sprospectusmustalsoincludea

statementoftheschool’sethosandvalues;

anexplanationofanyaccreditedstatus;

detailsofanyreligiousaffiliationsandits

religiouseducationpolicy.

281. Inaddition,theschool’sprospectusmust

alsoincludesummariesofallkeypolicies

andstrategies,includinganti-bullyingand

pupilsafetyandwellbeing;attendance;early

years(whererelevant);behaviour;race

equality,diversityorgeneralequalities

policy;curriculum/teachingandlearning;

SENanddisabilityequalityschemesand

accessibilityplans;giftedandtalented;

informationandguidanceforyoungpeople;

physicaleducationandhealthyschools;

parentalsupportandengagement;pupil

voice;extendedservices;schooluniforms;

thecomplaintsprocedureandsupportfor

LookedAfterChildren.Wheresummariesof

theseorotherpolicieshavebeenincluded,

governingbodiesmustmakeclearhow

parentscanobtainfullversionsofeach

policyiftheywouldlikemoredetailed

information(forexampleviatheschool

website).

282. Theschool’sprospectusmust include

informationastowhereandhowparents

canaccessadditionalinformationonthe

school(like,forexample,achievementand

attainmenttables,publishedreportsof

recentschoolinspections,fulldetailsof

relevantlocalauthorityadmissionspolicies).

283. Governingbodies must reviewtheschool’s

prospectusatleastannuallyandmust

consultparentsduringeachreview.

284. Governingbodiesmust makehardcopiesof

theirprospectusavailabletoparentsand

prospectiveparentsonrequestbutdonot

havetoprovidehardcopiesautomatically.

Whereschoolshaveawebsite,the

prospectusmust beavailabletobe

downloadedfromthewebsite.


Guarantee 6.8: Parents can become involved

in school governance

285. Regulationssetouttherequirementsforthe

constitutionofgoverningbodiesof

maintainedschoolsinEngland.

286. Governingbodiesofallmaintainedschools

mustensurethatparentsformatleastone

thirdoftheirmembership.Infoundationand

voluntaryaidedschoolsparentsare

representedbyelectedparentgovernors

andfoundationgovernorswhoareeligible

forelectionasparentgovernors.In

communityandvoluntarycontrolledschools

parentswillbeelectedasparentgovernors.

Governingbodiesmustholdelectionsfor

parentgovernorswhenvacanciesarise.

287. ThemanagementcommitteesofShortStay

Schoolsmusthaveatleastoneelected

parentmemberbutparentmembersmust

notmakeupmorethanonefifthofthetotal

membership.

Guarantee 6.9: Parents have their views

considered by Ofsted during school

inspections and in decisions about when to

inspect

288. Governingbodies,includingthoseof

Academies,must notifyparentsaboutthe

inspectionoftheschoolandmust provide

parentswiththequestionnairesothatthey

canletinspectorsknowtheirviewsabout

theschool.ShortStaySchoolsmust alsodo

this.

289. Ofstedisindependentinmattersof

inspectingandreportinganditisforthe

ChiefInspectortodeterminetheextentto

whichparentalviewswilldeterminethe

timingofaninspectionofanyschoolor

ShortStaySchool.Complaintsbyparents

thattheirviewshavenotbeentakeninto

accountcanbemadetoOfsted.

290. Theaspectcoveringdecisionsaboutwhen

toinspectisnewandiscurrentlylinkedto

theplannedgatheringofparental

perceptionsaspartofmeasuringprogress

againstthenewwellbeingindicatorsfor

schools.

291. AnyparentcanwritetoOfstedatanytimeif

theyhaveaconcernabouttheirchild’s

school.Ofstedhaspowerstoinvestigate

certaincomplaintsandcanusethistoinform

itsdecisiononwhenaninspectionoughtto

takeplace.However,Ofstedhasdiscretion

heresoaparentcannotrequireOfstedto

inspect.

Guarantee 6.10: Parents will be asked for

their views on how the school is doing and

their views will be included on the School

Report Card

292. Inlinewithregulations,governingbodies

mustseekparentalviewsoftheschool’s

contributiontowellbeingandhowsatisfied

theyarewiththeschool.

293. TheSchoolReportCardshouldincludethe

viewsofparentsandmustbeeasily

accessibletoawideraudienceincluding

parents.


Guarantee 6.11: Parents get high-quality

information and advice on the career and

subject choices open to their child

294. Allparentsneedhigh-qualityinformation

andadvicethroughschoolsaboutthecareer

andsubjectchoicesopentotheirchild.Head

teachersmustensurethateachpupilhasa

namedPersonalTutorattheirschoolwho

mustbeabletosignpostparentsto

additionalresourcesorsupportandadvice.

Headteachersmustensurethatallmembers

ofschoolstaffprovidingcareersadvice

provideimpartialinformationandadvice

thatpromotesthebestinterestsofthe

pupil90.

295. Governingbodiesshouldprovideparents

withinformationandadvicethatenables

themtoconsiderlocallearningandwork

options.Inparticularallparentsshouldbe

madeawareoflocalConnexionsservices

andtheinformationavailableon-line

throughthe14–19Prospectusand

ApprenticeshipsVacanciesOn-Line91.They

shouldalsoinformparentsaboutcentrally

producedresources(e.g.ConnexionsDirect,

the“Choices”booklets)thatcanhelptheir

childrentomakeinformedchoices92and

shouldensurethatparentshaveaccessto

informationonHigherEducation.

90 Section43oftheEducationAct1997,asamendedbytheEducationandSkillsAct2008.ThisamendmentdoesnotcoverAcademies,andthedutyisappliedtoAcademiesbytheGuaranteeitself.

91 Section45AoftheEducationAct1997,asinsertedbytheEducationandSkillsAct2008

92 Section45AoftheEducationAct1997,asinsertedbytheEducationandSkillsAct2008

296. Localauthoritiesmustarrangeforas139(a)

learningdifficultyassessmenttobecarried

outduringachild’slastyearofcompulsory

schoolingwhereheorshehasastatement

ofSpecialEducationalNeeds(SEN)andis

intendingtofolloweducationortrainingin

theFurtherEducationsystem.The

assessmentshouldplacethechildatthe

centreoftransitionplanningandensurethat

parentsareactivelyinvolvedinagreeingthe

outcome.

Parent ambition 2: Parents have a home-school agreement outlining their rights and responsibilities for their child’s schooling

297. Legislationonhome-schoolagreements

(HSAs)hasbeenstrengthenedsothat

parentswillhaveaclearerunderstandingof

theexpectationsaroundeachchild’s

learning,developmentandbehaviourand

theresponsibilitiesoftheparent,childand

schooltohelpthemmeetthose

expectations.Thenewhome-school

agreementswillalsoensurethatparentsare

clearerabouttheconsequencesofnot

meetingtheexpectationsofthemaround

theirchild’sbehaviourastheyarebetter

alignedwithbehaviourenforcement

mechanismslikeParentingContractsand

Orders.


Guarantee 7.1: Parents have a home-school

agreement that outlines the school’s and

family’s responsibilities

298. Tosupporteffectivepartnershipbetween

parentsandschools,followingthechild’s

admissiontoaschool,theheadteacher

mustaskeachparenttosignahome-school

agreementthatoutlinestheschool’saims

andvalues;andsetsoutthegeneraland

particularresponsibilitiesoftheparent,child

andschool.Thehome-schoolagreementis

nota‘contract’inthelegalsense.Itisa

statementofsharedobjectivesbetween

homeandschool,settingoutthe

expectationsandresponsibilitiesofschool,

parentsandchild.

299. Thehome-schoolagreementshouldhelp

articulateforeachchildandtheirparents

whattheirentitlementsasoutlinedinthis

ParentGuaranteeandinthePupilGuarantee

willmeaninpracticewithinthatschool.It

shouldalsooutlinetheresponsibilitiesthat

parentsandpupilshaveandsupport

providedbytheschoolorotherorganisation.

300. Headteachersmustrevieweachhome-

schoolagreementatleastannuallyandmust

consultparentsaspartofthatreview.

Parentsmustbeprovidedwithanewhome-

schoolagreementandaskedtosignanew

declarationaftereachreview.

301. ForLookedAfterChildrentheirprimaryday-

to-daycarer,whowouldnormallybetheir

fostercarerorkeyworker(inthecaseof

thosewholiveinresidentialcarehomes),is

seenastheirparentforthepurposesof

education.However,asthelocalauthority

has“corporateparenting”responsibility,the

headteachershouldalsoliaisewiththelocal

authorityinlinewithexistingstatutory

guidance.ForLookedAfterChildren

accommodatedunderSection20ofthe

ChildrenAct1989parentalresponsibilityis

sharedbetweenthelocalauthorityandthe

child’sparent(s).

302. ForLookedAfterChildrenheadteachers

shouldmakesurethatthehome-school

agreementbuildsonorreferstothechild’s

PersonalEducationPlan.TheDesignated

TeacherforLookedAfterChildren,(a

statutoryroleineverymaintainedschool),

shouldtakeresponsibilityformakingsure

thishappensandformakingsurethereisa

constructiveandongoingdialoguebetween

theschoolandcarersforLookedAfter

Children.Wherethereareconcerns,this

shouldberaisedfirstwiththecarer,and

thensubsequentlythelocalauthoritywhich

looksafterthechild.Actionincludingreview

ofthePersonalEducationPlanandCarePlan

shouldbeputbeforeanyenforcement

action.

303. Thehome-schoolagreementmustarticulate

themeasuresthatschoolshaveinplaceto

supportpupilswithspecialeducationneeds.

304. ParentsofchildrenwithSENarelikelyto

requirearangeofinformationandsupport

thatkeepspacewiththeirchild’schanging

needs.Headteachersmustensurethatthe

provisionofinformationis backedbywider

communicationandengagementstrategies,


whichbuildinprocessestomonitorimpact

androutinelyaskparentsforfeedback.Head

teachersshouldbetransparentabouthow

thesupportforchildrenwithSENis

provided.Thiswillestablishanagreement

andasharedpurposearoundhowservices

areprovidedandhowneedsaremet.

305. Forparentsofchildrenwithspecial

educationalneeds,home-schoolagreements

shouldexplainhowresponsiveand

personalisedlearningwillbeprovided.The

agreementshouldclearlysetoutachild’s

individualneedsandhowthesewillbemet

anddocumenthowresponsibilitiesfor

learninganddevelopmentaretobe

delivered.

306. WhilstthereisnorequirementforShortStay

Schoolsorotheralternativeprovisionto

havehome-schoolagreementswithparents,

theymaychoosetodosovoluntarily.

Parent Guarantee provisions relating to home-school agreements

Guarantee 7.2: Parents’ home-school

agreement will make clear their particular

responsibilities, especially around the

behaviour of their child

307. Headteachersmustensurethathome-

schoolagreementsoutlinethe

responsibilitiesoftheschool,andofthe

parent,withregardtoeachchild’sconduct,

educationandwellbeing.Thehome-school

agreementmustalsooutlineandthe

school’sexpectationsofthechild,with

regardtoeachchild’sconduct,education

andwellbeing.

308. Ifpupilsbegintoexperienceproblems,for

examplewiththeirbehaviour,schoolsoften

discussresponsibilitiesandexpectations

withthepupilandparents.Insuchcases,

headteachersshouldconsiderrecordingthe

behaviourrequirementsforthechildandthe

school’sexpectationsoftheparentsinmore

detailonthehome-schoolagreement,or

evenreviewingit.

309. Headteachersmustbeawareofthe

behaviouralissuesthatsomechildrenwith

SENmayhaveandshouldconsiderwhether


interventionswilladdressthesechildren’s

behaviouraldifficulties.Schoolsmustwork

inpartnershipwithparentswhendrawing

uphome-schoolagreements.

310. Headteachersmusttakeaccountoftheir

dutiesundertheDisabilityDiscrimination

Actnottodiscriminateagainstthechildren

forareasonrelatedtotheirdisability.

311. Headteachersshouldensurethatschool

agreementswithparentsofdisabled

childrenandchildrenwithSENexplainhow

responsiveandpersonalisedlearningwillbe

delivered.Theagreementwillclearlysetout

achild’sindividualneedsandhowthesewill

bemetanddocumenthowresponsibilities

aroundlearninganddevelopmentaretobe

delivered.


Guarantee 7.3: Schools will understand that

they have new and stronger powers to

enforce the home-school agreement where

parents are not fulfilling their responsibilities

around behaviour

312. Signingthehome-schoolagreementoncea

childhasstartedataschoolwillindicatethat

theschoolandtheparentsarecommittedto

thebehaviourandotherpoliciesand

particularresponsibilitiesandexpectations

outlinedinthehome-schoolagreement.

313. Thereisnolegalrequirementforparentsto

signthehome-schoolagreementand

parentsandchildrenmust notbepenalised

whereaparenthasnotsignedthehome-

schoolagreement.Incaseswhereparentsdo

notsign,schoolsshouldworkwiththe

parentstoexplorethereasonsforthemnot

signing.Ifagreementcannotbereached,the

headteachershouldconsiderthereasons

andanyissuesthathavebeenidentified.The

headteachershouldconsiderwhetherearly

interventionbyotherprofessionals,for

exampleParentSupportAdvisers,toexplore

withthefamilyandschoolwhattheissues

areandhowtheycanberesolvedis

appropriate.Theheadteachershouldalso

considerwhetheravoluntaryParenting

Contractoranapplicationtothemagistrate’s

courtforaParentingOrderwouldbe

appropriate.Bothmeasureswouldprovide

freesupporttoparentswhomayneedhelp

tomanagetheirchild‘sbehaviour/

attendancebutareunwillingtoask.Incases

whereachild’sschoolattendancebecomesa

seriousproblemthelocalauthoritymay

considerprosecution.

Guarantee 7.4: Parents understand the

expectations of them and their child and the

consequences of not acting to support the

school in addressing their child’s behaviour

and attendance issues

314. Everytimeahome-schoolagreementis

reviewedorprovidedtheheadteachermust

alsoprovideeachparentwithadeclaration

tosigntoindicatethattheyacknowledge

andaccepttheschool’saimsandvalues,

theresponsibilitiesoftheschoolandof

themselvesasaparentandtheexpectations

withregardtothatchild’sconduct,

educationandwellbeing.

315. Headteachersshouldconsiderwhether

parentsneedsupporttounderstandthe

contentandmeaningofthehome-school

agreementandcommunicationsconcerning

it,includingdiscussionwithrepresentatives

oftheschool.Thismightincludesupporting

parentswhodonothavesufficientlanguage

skills.Ifaschoolidentifiesthatparentsneed

help,forexampleintheformoftranslation

orsignlanguagesupport,theheadteacher

shouldconsiderwhetheritcanbeprovided

orwhetheralternativearrangementscanbe

madethatwouldbemoreaccessibletothe

parent.

316. Wherethereareconcernsaboutapupil’s

behaviourorattendancetheheadteacher

shouldmakeeveryefforttodrawthistothe

attentionofparentsandwherenecessary

holdameetingtodiscusshowparentscan


engagewiththeschooltoaddressthese

issues.Ifaparentfailstocomplywiththe

termsofthehome-schoolagreementthe

schoolcanconsiderofferingaParenting

Contractorapplyingtothemagistrate’s

courtforaParentingOrder.Inthecaseofa

pupil’sirregularschoolattendancethelocal

authoritycandecidetoprosecutethe

parent.Theselegalsanctionsshould beused

onlyasalastresortwhereeffortstowork

withparentshavefailed.

317. Whileschoolshavestrongpowerstoenforce

thehome-schoolagreementthatoutlines

expectationsforpupilbehaviour,thisshould

notbeenforcedattheexpenseofmeasures

tosupportchildrenwithSEND.Head

teachersmustundertheDisability

DiscriminationActmakearrangementsfor

thosechildrenwhomaybeabsentfrom

school–e.g.toattendmultipleappointments

foralongtermhealthcondition.

318. Headteachersmustensurethatthehome-

schoolagreementreflectstheschool’s

behaviourpolicy.

319. ShortStaySchoolsmustalsodothiswhere

theTeacherinChargeandmanagement

committeehavetheresponsibility.

Parent ambition 3: Parents have the opportunity, information and support they need to be involved and engaged in their child’s learning and development

320. Parents’influenceisthesinglemost

importantfactorinshapingtheirchildren’s

wellbeing,behaviour,achievementsand

prospects–itoutstripseveryotherfactor

includingsocialclass,ethnicityordisability

initsimpactonattainment.Activitiessuchas

readingwithchildren,talkingtothemand

theirteachersaboutwhattheyhavebeen

doingatschool,helpingwiththeir

homework,ordiscussingsubjectandcareer

optionscanmakearealdifference.

321. Parents’participationinactivitieswiththeir

childrencanhaveasignificanteffecton

educationalachievement.Thiseffect

continuesintoadolescenceandadulthood93.

In2007,aroundhalfofparentssurveyedsaid

thattheyfeltveryinvolvedintheirchild’s

schoollife;buttwothirdsofparentssaidthat

theywouldliketobemoreinvolved94.

Schoolscanmakearealdifferencetothe

waythatparentsengagewiththeirchild’s

learninganddevelopment.Specificactivities

tosupportthatengagementcanhelpbut

thewayschoolsmanagetheirteachingand

learningwillalsoshapeparents’

engagement,forexamplebyensuringthat

parentshaveinformationonwhatchildren

aredoinginclasstosupportconversations

withtheirchildathome.

322. Governingbodies,headteachersandlocal

authorities shouldtakereasonablestepsto

ensurethatthey,whereverpossible,treat

eachchild’sparentsequally.Wherethereisa

courtorderlimitinganindividual’sexercise

ofparentalresponsibilityheadteachers,

governingbodiesandlocalauthoritiesmust

93 Sylva,K.,Melhuish,E.,Sammons,P.,Siraj-Blatchford,I.andTaggart,B.(2004)EffectivePre-SchoolEducation.DfES.London:InstituteofEducation.

94 Peters,M.,Seeds,K.,Goldstein,A.andColeman,N.(2008).


takethatorderintoaccount.Theyshould

alsotakeintoaccountanyconcernsthat

sharinginformationwithparentswould

presentarisktothechildoranotherperson.

Guarantee 8.1: Parents receive annual

reports on their children’s progress

323. Parentsneedtoknowthatschoolsareable

tocontactthemaboutroutinemattersand

inanemergency.Headteachersmustrecord

thenamesandaddressesoftheparentsof

allregisteredpupils,asrequiredbysection

434oftheEducationAct1996andthe

accompanyingpupilregistrationregulations.

Headteachersshouldalsorecordadditional

informationliketelephonenumbers,email

addresses,anddetailsoftherelationship

betweenthechildandtheparent.

324. Headteachersmust keepandupdatetheir

pupils’curricularrecordsandmustreportat

leastannuallyoneachpupils’educational

andcurricularachievementsandbehaviour

toalltheirparents.Theymust provide

parentswithanopportunitytodiscussthe

reportwiththeirchild’sclassteachers.

325. Headteachersmust alsoprovideareportto

childrenleavingtheschool;andmust ensure

thatkeyinformationfrompupils’recordsis

transferredefficientlyusingthecommon

transferfile,whenpupilschangeschools.

Guarantee 8.2: Parents have access to their

children’s school record when requested

326. Formaintainedschools,thisisanexisting

requirement95.Academieshavesimilar

obligations96.

327. Allparentsneedtoknowhowtheirchildis

doingatschool.Underschoolrecord

regulationsgoverningbodies must allow

parentsto vieworhavecopiesoftheirchild’s

educationalrecord.

328. Headteachersmust ensurethateachchild’s

home-schoolagreement,andanyrecordof

discussionswiththechild’sparentsrelating

tothehome-schoolagreement,areincluded

intheeducationalrecord.

Parent Guarantee provisions relating to Involvement and Engagement:

Guarantee 8.3: Parents can contact and meet

a member of staff who knows their child well

– a named Personal Tutor in secondary

schools or their child’s teacher in primary

schools

In secondary schools

329. ThisGuaranteeappliestoparentsofpupils

insecondaryschools,includingmiddle-

deemedsecondaryschools,andtoparents

ofpupilsinYear7andaboveinall-through

schools(i.e.schoolswhichtakepupilsfrom

95 UndertheEducation(PupilInformation)(England)Regulations2005(SI 2005/1437)[currentlybeingrevised]

96 UndertheEducation(IndependentSchoolStandards)(England)Regulations[2010–forthcoming].


age3–8upto16–19).ThisGuaranteeapplies

toAcademies.

330. FromSeptember2010,headteachersmust

ensurethatanamedindividualisassigned

toeachpupil,toprovidepersonaltutoring

andco-ordinatehelp.Headteachers

mustensurethatparentsaretoldwhich

memberofstaffhasbeenassignedtoeach

oftheirchildrenandmustensurethata

recordiskeptofwhichmemberofstaffhas

beenassignedtowhichpupil.

331. Pupilswillgenerallykeepthesamecontact

throughouttheirtimeatsecondaryschool,

thoughthatwillnotalwaysbedesirableor

practicableineverycase–forexample,if

thereisachangeinthepupil’sneeds,orifa

memberofstaffmovestoanewpostor

leavestheschool.

332. Itwillbeuptoindividualheadteachers(in

thelightofanyguidanceprovidedbythe

governingbody)todecidewhichmembers

oftheschoolworkforcewillundertake

personaltutoring.Namedmembersof

staffshouldknowthepupilwell,should

haveanoverviewofthepupil’sprogress

acrossthecurriculum and mustbeableto

directthepupil,andtheirparents,towards

advice,supportorresourcestohelpthe

pupiltoaddressanylearningneedsand

issuesandtoachievetheirpotential.

333. Membersofstaffprovidingpersonaltutoring

andco-ordinatinghelpshouldexpect

tobecontactedbyparentsandmustbe

availabletomeetthem.

In primary schools

334. ThisGuaranteeappliestoparentsofpupilsin

primaryschools,includingmiddle-deemed

primaryschools,andtoparentsofpupilsin

year6andbelowinall-throughschools.

ThisGuaranteeappliestoAcademies.

335. Thereisnoneedfortheschooltoassigna

namedmemberofstafftoeachpupil,but

theheadteacher(inthelightofany

guidanceprovidedbythegoverningbody)

must ensurethatthenecessary

arrangementsaremadetoenableteachers

tobecontactedby–ortomeet–parents.

Inmanycases,theappropriateteacherwill

betheusualclassteacherbut,wherethe

childistaughtbymorethanoneteacherit

maybeappropriatefortheheadteacherto

decidethatthecontactistobewithanother

teacher.Theteacheravailabletobe

contactedormetshould knowthepupil

well.

336. Inbothprimaryandsecondaryschools,the

frequency,timing,lengthofcontactand

amountofnoticegivenmustbereasonable

andproportionate.Whatisreasonableand

proportionatemayvaryfromonepupilto

another,andmaywellchangeovertime.

Guarantee 8.4: Parents understand their

child’s individual learning and development

priorities and their child’s particular needs

337. Headteachersshouldensurethatparents

haveopportunitiestoreceiveinformation

facetofaceandinwritingabouttheirchild’s

learninganddevelopmentprioritiesand


theirformallearninggoalsrelatedtotheir

individualprogress.Thisshouldbedone

throughhome-schoolagreements,annual

pupilreportsaswellasthroughother

appropriatemethods.


stafflisten,considerandrespondtoparents’

viewsontheirownchild’sgoalsand

progress.Theyshouldmakesurethat

informationisprovidedforparentsina

rangeofwayssothatasmanyparentsas

possibleareabletoaccessit.Theyshould

ensurethatschoolstaffholdconversations

withparentsanddevelopeffectivewaysto

communicateonanongoingbasis.Head

teachersshouldensurethatschoolstaffuse

theoutcomesoftheseconversationsto

improvelearningandteachingforpupils,

includingthosewithspecialeducational

needs.


staffworkwithallparentstoidentifyany

particularcircumstancesorissuesthat

influenceaparent’saccesstoinformation,

forexampleaparentwhodoesnotlivewith

thechildoraparentwhoisvisuallyimpaired.

Theyshouldmakeeffortstoensurethat

communicationisundertakeninawaythat

thatparentcanaccess.


haveinformationandsupportthatwillhelp

themunderstandtheinformationprovided

abouttheirchild’slearninganddevelopment

prioritiesandgoals.Thismightinclude

informationonindividualprogression

throughnationalcurriculumlevels,for

example,throughAssessingPupils’Progress.

341. WhereachildinKeyStage1isidentified

underGuarantee3.4asbeingentitledto

catch-upsupport,headteachersshould

ensurethatstaffdiscusswiththepupil’s

parents:

●● thechild’sprogress;

●● theneedforsupport;and

●● whatthey,asparents,candotosupport

theirchild’slearningathome.

342. ThisGuaranteealsoappliestoShortStay

Schoolsandotheralternativeprovision.

Guarantee 8.5: Parents understand their

responsibilities to help their child progress

and develop and understand how to support

them


haveandcanaccessinformationonthe

curriculumandotherlearningand

developmentthatthechildisundertaking

withintheschool.

344. Schoolsshouldmakecleartoparents,

throughhome-schoolagreementsandother

methods,parents’ownresponsibilitiesfor

theirchild’slearninganddevelopment.

Theyshouldalsoensurethatparentshave

information,opportunitiesandsupportto

helpthemfulfilthoseresponsibilities.

345. Informationmightincludemeetingswith

parentsaboutparticularlearningissuesand

informationonthecurriculum.Opportunities

couldincludefamilylearningopportunities


intheschool,orhomeworkthatrequiresthe

childandparenttoworktogether.Support

couldbefromaparentsupportadviseror

similarprofessional,theopportunitytotalk

tooneofthechild’steachersorthrougha

voluntaryorganisation.

346. ThisGuaranteealsoappliestoShortStay

Schoolsandotheralternativeprovision.

Guarantee 8.6: Parents have information on

their child’s behaviour, attendance, SEN,

progress and attainment online in secondary

schools by 2010 and in primary schools by

2012

347. Headteachersshouldreportonlineto

parentsabouttheirchild’sbehaviour,

attendance,SEN,progressandattainment(in

secondaryschoolsby2010andinprimary

schoolsby2012).

348. Headteachersshouldensurethatall

information,reportsandcommunications

arewritteninsimple,clear,plainEnglish;and

allstatutoryinformationispresentedinsuch

awaythatitistimelyandmeaningfulfor

parentsandpupils.Headteachers should

workwithparentstoensurethatthe

informationreportedmeetsparents’needs.

349. Headteacherscanprovide theirannual

reportoneachpupilinanelectronicformat

ifparentsagreetothisarrangement.

However,theymustalsogiveconsideration

toparentswhomaywanttocontinueto

receivehardcopiesoftheirchildren’sreports

(forexamplethosewithoutreadyaccesstoa

computer).Headteachersmust therefore

alsoensurethatarrangementsareinplaceto

providehardcopiesofthereporttoparents

whorequestthem.

350. Informationshoulddetailthesub-levelsof

curricularprogressachievedforeachsubject

andincludeanarrativeonthisprogress

againstbothindividualandnational

expectations.Thisenablesbothchildand

parenttounderstandwheretheyareintheir

learningacrossthecurriculum,wherethey

areheadingnext,andhowtogetthere.

Headteachersshouldensurethatteaching

staffuseAssessingPupils’Progress(APP)or

similarmaterials,asabasisformaking

judgementsonsublevels.

351. Manyschoolsfindithelpsparentstobeable

toaccessinformationonwhattheirchildis

learningatschoolinthattermorweekby

givingthemaccesstomaterialsthatteachers

havealreadyprepared.Governingbodies

shouldalsoprovideinformationonthe

schoolandkeyactivitiesonlineviaschool

websiteandalertsystems(e.g.email,text

messaging).

352. Headteachersmustrecordalldatainsecure

systemsthatmeetdataandinformation

securitystandardsandlegalrequirements.

Theymustalsoensurethataccessto

systemsanddataissecureincluding

processesforensuringthatparentsand

carersareentitledtoaccess.


staffusearangeofmethodstoworkin

partnershipwithachild’sparentsincluding

face-to-facemeetings,online


communication,email,phoneandtext

messaging.Theymustconsiderparents’

requeststoreceiveoraccessinformation

usingdifferentmediaincludingonline,

email,phoneandtextmessaging.

354. Headteachersshoulddevelopclearshared

expectationswithparentsandstafftoensure

thattheuseoftechnologytosupport

communicationbetweenschoolsand

parentsishelpfulforparentsand

manageableforschoolstaff.

Guarantee 8.7: Parents receive information

about catch-up support for pupils starting

secondary school behind national

expectations plus information on their child’s

progress, including the results of a new

progress check during Year 7

355. IfachilddoesnotreachLevel4attheendof

KeyStage2thenthechildisguaranteeda

reasonableofferofeitherone-to-onetuition

orsmallgroupsupportbeforetheendof

Year7.Itistheresponsibilityofthe

governingbodytoensurethateligiblepupils

receivetheappropriatesupport.Head

teachersofsecondaryschoolsmustdecide

whichinterventionismostappropriatefor

eachchildbasedonteacherassessments,

transitioninformationfromtherelevant

primaryschool,resultsoftheendofKey

Stage2testsandtheirownjudgment.

356. Headteachersshouldensurethatthetype

ofintervention,eitherone-to-onetuitionor

smallgroupsupport,providedtoapupil

underthiselementofthePupilGuaranteeis

communicatedtoparentsassoonas

possiblesotheyareawareofwhatthe

schoolisdoingtosupportachildentering

Year7belowexpectationstomake

acceleratedprogress.

357. Eligiblepupilswillthenbeentitledtoa

progresscheck(baseduponaclassteacher’s

judgment)bytheendofYear7sothat

pupilsandparentsunderstandhowapupil

hasprogressed.Headteachersmustreport

theoutcomeofthischecktoparents.They

mustinformtheparentaboutthenatureof

thesupportprovidedtoachildunderthis

elementofthePupilGuaranteeatthesame

timeastheyreporttheresultoftheprogress

check.

Guarantee 8.8: Parents receive written

confirmation of the extra challenge and

support their child will receive if they are

identified as gifted and talented and a clear

understanding of what they should do to

help them

358. Schoolgoverningbodiesarealready

requiredtoconfirm,inrespectofallpupils

ontheschoolregister”whetherthepupilhas

beenregisteredoridentifiedbytheschool

asbelongingtoitsgiftedandtalented

cohort”97.Thisinformationiscollected

throughthetermlyschoolcensus.

359. Everygoverningbodyshouldidentifyits

giftedandtalentedlearners,recognisingthat

thispopulationwillchangeovertime.Each

censusresponsethereforeprovidesa

snapshotoftheidentifiedpopulationatthat

97 Education(InformationaboutIndividualPupils)(England)Regulations2006


point.Itisimportantthatgiftsandtalents

amongdisabledpupilsandpupilswithSEN

areidentifiedandprovidedfor.Pupilswhose

impairmentorlearningdifficultyaffectstheir

achievementinoneareaofthecurriculum

maybegiftedortalentedinothers.

360. Atthebeginningoftheacademicyear,oras

soonasispractical,thegoverningbody

mustdefinetheprovisionthattheschool

willmakeorsecureasaconsequenceofthe

pupilbeingidentifiedasgiftedandtalented

throughtheschoolcensus,andmust


hisorherparents,makingclearthatthisisa

responsetotheiridentificationasgiftedand

talented.

361. Ifandwhenalearnerisnolongeridentified

asgiftedandtalented,thegoveringbody

mustensurethatthisiscommunicatedin

writingtothepupilviahisorherparents.

362. Ifthepupilcontinuestobeidentifiedas

giftedandtalented,thegoverningbody

must updatetheprovisionthattheschool

willmakeorsecureasaconsequenceatthe

beginningoftheacademicyear,orassoon

asispractical,andmustcommunicatethat

inwritingtothepupilviahisorherparents.

363. Thedescriptionofprovisionneednot

amounttoanindividualeducationplan

unlesstheschoolexpresslywishestousethis

approach.Itshouldaddressthefollowing

elementsoftheInstitutionalQuality

StandardsforGiftedandTalentedEducation:

●● effectiveprovisionintheclassroom;

●● enablingcurriculumentitlementand

choice;

●● assessmentforlearning;

●● schoolethosandpastoralcare;

●● engagingwiththecommunity,families

andbeyond;and

●● learningbeyondtheclassroom.

364. Thegoverningbodyshouldfollowthe

Standardsasdefinedatentrylevel,unless

thereisaspecificreasonrelatingtothe

circumstancesoftheindividualchild

concernedwhichmakesitimpracticableor

inappropriatetofollowthem.

365. Headteachersshouldinvolveparentsin

planningthesupporttheirchildwillreceive

intheclassroomandthroughextra-curricular

activities.Theyshouldalsodiscusswith

themactivitiestheycouldundertakeat

homethatwillfurthersupporttheirchild’s

development.

366. Governingbodiesshouldensureregular

communicationwithparents/carersinorder

todiscussprogressatschoolandathome.

367. Whereaparent,onbehalfoftheirchild,does

notreceiveacommunicationinaccordance

withparagraphs360–363above,orwhere

thecommunicationfailstomeetthe

descriptioninparagraph363above,the

parentmaycomplaintotheschool.Ifthe

parentconsidersthattheschoolhasfailedto

respondappropriatelytosuchacomplaint

onthegroundsthattheprovisionsofthis

Guaranteearestillnotsatisfied,heorshe


maycomplaintotheLGO(ortheYPLAinthe

caseofAcademies).

368. IftheLGOorYPLAconsidersthattheschool

hasfailedtosatisfytheserequirements,he/

shemayinstructtheschooltocomplywithin

adefinedperiodandtodosohavingregard

tothepublishedguidance.

Parent ambition 4: Parents have access to a variety of activities, facilities and services, including support and advice with regard to parenting

369. Itisimportantthatschoolsworkwithother

schools,localauthoritiesandother

organisationstomeetthewiderlearningand

developmentalneedsofchildren.This

includesthatchildrencanaccesschildcare,

activitiesandspecialisthealthandother

services.Itisimportantthatparentsareseen

aspartnersinunderstandingtheneedsof

theirchildrenandinsupportingthem.Itis

alsoimportantforchildren’swell-beingthat

parentsareabletoaccesssupportinthe

issuestheyfaceintheirroleasaparent.

370. Partnershipoversupportforthe

developmentandwiderwell-beingof

childrenisparticularlyimportantforchildren

withSENanddisabilities.Forthesechildren

itisessentialthatschoolsandlocal

authoritiesworkinpartnershipwithparents

tounderstandeachchild’sneedsandensure

thattheygetthesupportthatwillmakea

differencetothem.

Guarantee 9.1: Parents who need additional

support have access to support, including

Parent Support Advisers or similar

professionals who work with parents

371. Parent-facingprofessionalsareemployedby

localauthorities,schoolsorother

organisationstoworkwithparents

individuallyandingroupstoaddressissues

theyfaceintheirparentingandsupportfor

theirchild’slearninganddevelopment.

Theseprofessionalsarebasedinoraround

oneormoreschoolsandworkwithparents

orparentsandchildrenonbothuniversal

andmoretargetedissues.

372. Localauthorities,headteachersand

governingbodiesshouldworktogetherto

ensurethatparentsareabletoaccessadvice

andsupportfromtrainedprofessionals.That

adviceshouldcoverissuestheyface

includingbehaviour,attendance,special

educationalneeds,parentingskills,and

parents’engagementintheirchildren’s

learninganddevelopment.Localauthorities

shouldensurethattheprofessionalsare

abletoaccessappropriatetrainingandhave

accesstoappropriatesupervision

arrangementsfortheircaseworkwith

parents.

373. Localauthoritiesmustgiveparentswhose

childrenaregoingthroughtheassessment

andstatementprocessaccesstoa‘named

officer’.Localauthoritiesmustprovide

accesstoparentpartnershipand

disagreementresolutionservicesand

governingbodiesmusthaveSpecial


EducationalNeedsCoordinators(SENCOs)in

placewhocanprovideadvicetoparents,

alongwiththeirotherroles.

374. Localauthoritiesshouldensurethatparents

haveaccesstoarangeofinformationonline

andinotherformsonissuestheyface

includingbehaviour,attendance,special

educationalneeds,parentingskills,and

parents’engagementintheirchildren’s

learninganddevelopment.Thisshould

includeinformationidentifyingtheservices

availabletosupportfamilies.

375. Regulationsrequirethatlocalauthorities

mustpublishinformationontheirwebsites

aboutSENandmakeitavailableonrequest

inwrittenform.

376. Governingbodiesmust communicatewith

parentstoensurenewinterventionsbuildon

multi-agencyworkwhichmayalready

supportthechildoryoungperson.

Parent Guarantee provisions relating to access to a variety of activities, facilities and services

Guarantee 9.2: Parents have access to a

range of activities, facilities and services by

2010 including: information and support on

parenting skills and advice on parenting

issues; childcare; activities; and opportunities

to enhance their own learning and to learn

with their child

377. TocomplementtheGuaranteesrelatingto

childcare(4.6),activities(4.7)andhealthand

specialistcare(3.9),parentsareentitledto

thefollowingactivities,facilitiesandservices.

Varied menu of activities

378. Governingbodiesmustmakeparentsaware

oftheactivitiesavailabletotheirchildand

howtheycanaccessthem.

379. Governingbodiesmustconsultparentson

thetimingandrangeofactivitiesandtake

intoaccounttheviewsexpressedbychildren

toensuretheactivitiesonofferreflect

demand.Theyshould beopen

withparentsabouttheresultsof

consultationandactiontakenfollowing

consultation.

380. Governingbodiesarenotrequiredto

provideallactivitiesfreeofcharge,butthey

should makeeveryefforttoensuretheir

offerisinclusiveandaccessibletoall

children,takingintoaccountfinancial,

transportandotherbarriersincluding

disabilities.

Parenting support

381. Parentssometimesneedadditional

informationandsupporttohelpthemin

theirroleasparents.Thismightinclude

structured,evidence-basedparenting

programmes,aswellasmoreinformal

opportunitiesforparentstoengagewiththe

schoolandeachother.Governingbodies

andlocalauthorities shouldworktogether

toensurethatthereisavarietyofsupport

availabletomeetparents’needsand

preferences.Forexamplemanyparentswill

wantthesupportofanetworkofparentsor

ashortdiscussionratherthanamoreformal

course.Localauthoritiesshouldensurethat

therearesufficientplacesonevidence-based


parentingprogrammestoenableparents

whoneedto,toattendthem.Local

authoritiesandgoverningbodiesshould

bothensurethatparentshaveinformation

onthebenefitsofsuchcoursesandhow

theycanaccessthem.Servicesshouldbeas

localaspossibleandinplaceswhereparents

arelikelytobecomfortable.

382. Parentsoftenbenefitfromsupporton

engagingwiththeirchild’slearningand

development.Localauthoritiesshould

provideparentswithopportunitiestoattend

familylearningsessionswhichallowchildren

tolearnwiththeirparents.Governingbodies

shouldensurethatparentshaveinformation

ontheadultandfamilylearningavailable

andhowparentsandchildrencanaccessit.

Governingbodiesshouldalsoensurethat

parentshaveopportunitiestoattend

informationsessionswhentheirchildrenfirst

joinprimaryorsecondaryschool.

383. LocalauthoritiesmustunderSection12of

theChildcareAct2006provideparentswith

highqualityinformationontheservices

availabletothem.Governingbodiesshould

worktoensurethatallparentsareengaged

andfeelabletoaskforsupportifthey

needit.

384. Governingbodiesandlocalauthorities

shouldworktogethertoofferparents

sessionstohelpthemunderstandthe

challengestheirchildwillfaceinthenext

stageandhowparentscansupporttheir

childinovercomingthemthroughsessions

offeredastheirchildentersprimaryand

secondaryschool.

Access to specialist services

385. ThePupilGuarantee(Guarantee3.7)entitles

everypupilwhoneedsittoaccesstargeted

andspecialistservicessuchasspeechand

languagetherapy.Governingbodiesshould

helpparentsunderstandanyadditional

needsoftheirchildandtheservicesthatare

availableintheschoolorlocallythatcan

helpthem.Localauthoritiesshouldensure

thatthereisinformationforparentsavailable

throughschoolsandotherroutesonthe

servicesthattheyneedfortheirchildren.



schoolsrouteofredressapplieswhere

parentshaveconcernsaboutschool

provision.Thestandardlocalauthorityroute

ofredressapplieswherethereareconcerns

aboutlocalauthorityresponsibilities.

Guarantee 9.3: Parents’ views of the

additional needs of their child are taken into

account when the child joins the school and

if problems occur

387. Governingbodiesandanypersonsassisting

governingbodiestoexercisetheirfunction

underPart4oftheEducationAct1996must

haveregardtotheSENCodeofPracticeand

must meetthestatutoryrequirementsin

Part4oftheActasdescribedinthecode.

The2001SENCodeofPractivesetsout

variousprinciplesthatcanbeconstruedas

guaranteesinrelationtotheinvolvementof

pupilsandparentsintheidentificationof,

andthemakingofprovisionfor,children

withspecialeducationalneeds.Itestablishes


thatallparentsofchildrenwithspecial

educationalneedsshouldbetreatedas

partners.Theyshouldbesupportedsoasto

beableandempoweredto:

●● recogniseandfulfiltheirresponsibilities

asparentsandplayanactiveandvalued

roleintheirchildren’seducation;

●● haveknowledgeoftheirchild’s

entitlementwithinthesenframework;

●● maketheirviewsknownabouthowtheir

childiseducated;and

●● haveaccesstoinformation,adviceand

supportduringassessmentandany

relateddecision-makingprocessesabout

specialeducationalprovision.

388. SENlegislationprovidesparentswithspecific

rights.Theycan,forexample,requestthat

thelocalauthoritycarryoutastatutory

assessmentoftheirchild’sspecial

educationalneedswhichmayleadto

statementofspecialeducationalneeds.The

statementsetsoutwhatspecialeducational

provisiontheauthoritywillarrangetomeet

thoseneeds–theprovisionmustthenbe

arranged.

389. ParentshaverightstoappealtotheFirst-tier

Tribunal(SEND)inspecificstatutory

circumstances,e.g.whenanauthority

refusestocarryoutanassessmentofa

child’sSEN.Appealsmustberegisteredwith

theTribunalwithintwomonthsofthe

decision. Parentscanalsomakeaclaimto

theTribunaliftheyconsidertherehasbeen

discriminationundertheDDAinthe

provisionofeducationalandassociated

services.Localauthoritiesmustprovide

ParentPartnershipServices, providingadvice

andsupporttoparentsandindependent

disagreementresolutionservices.Manyof

theseservicesareprovidedbyathirdparty.

Complaintsofmaladministrationagainst

localauthoritiescanalsobeconsideredby

theLGO.TheSecretaryofStatehaspowers

todirectalocalauthorityorgoverningbody

whohavefailedtocomplywithanEducation

Actdutyorhavebehavedunreasonablyin

theexerciseofeducationalfunctions.

390. Localauthoritiesmustinformparentsata

numberofpointsduringanyassessmentof

theirchild’sneeds.Theyarealsorequiredto

publisharangeofinformationonprovision

forchildrenwithSEND.They mustpublish

information,includingontheirlocal

websites,aboutthebroadaimsoftheir

policyonSENDaswellasspecificactionthe

authorityistakingonSENDissues.In

particulartheymust publishanexplanation

ofwhatspecialeducationalprovisionthey

expectmaintainedschoolstofundfromtheir

delegatedbudgetandwhattheauthority

expecttofundthemselves.

391. Allstaffintheschoolcanbeexpectedto

workwithchildrenwithSENDandthe

governingbodyshould ensurestaffhave

theskillstobeabletoworkwithparentsto

identifyneedsandsuggestappropriate

teachingapproaches.Headteachersshould

manageandco-ordinatethisprocess,with

supportfromtheSENCO.

392. TheAimingHighforDisabledChildrenCore

Offersetsanationalstatementof


expectationsforhowdisabledchildrenand

theirfamilieswillbeinformedandinvolved

astheirneedsareassessedandthe

necessaryservicesaredelivered.Governing

bodiesshould haveregardtothese

expectations.Parentscanexpectschoolsto

worktothefiveelementsofthecoreoffer

oninformation,transparency,participation

andfeedback.

393. Governingbodiesshouldapplythe

principlesoftheCoreOffertoparentsof

childrenwithSEN.

394. Governingbodiesshould ensurethatstaff

holdstructuredconversationswithparents

anddevelopeffectivewaystocommunicate

onanongoingbasis.Theyshouldusethe

outcomesoftheseconversationstoimprove

learningandteachingforpupils,including

thosewithspecialeducationneeds.

395. Localauthoritiesshould engagewithlocal

parentparticipationgroupstoseekthe

viewsofparentsofdisabledchildrenand

childrenwithSENintheprovisionof

services.

396. Localauthoritiesmustprovideadviceand

informationtoparentsofchildrenwithSEN

(parentpartnershipservices)andtomake

theseservicesknowntoparentsintheir

areas.

397. TheCodealsoprovidesguidanceinrelation

topupilswithSENDwhoareatriskof

exclusion.Localauthorities,governing

bodiesandthoseassistingthemtocarryout

functionsunderPart4oftheEducationAct

1996must haveregardtothis.The

governingbodiesofSchools,ShortStay

Schools,andlocalauthorities,must also

haveregardtotheDepartment’sadviceon

exclusions.Thissaysthat,otherthaninthe

mostexceptionalcircumstances,schools

shouldavoidpermanentlyexcludingpupils

withSENstatementsandtheyshouldmake

everyefforttoavoidexcludingpupilswith

SEN.Theguidancealsodrawsschools

attentiontotheirdutyundertheDDAnotto

discriminateagainstdisabledpupilsfora

reasonrelatedtotheirdisabilitywithout

justification,includinginthematterof

exclusions.

78

Part 4: The legislative basis to the Pupil and the Parent Guarantee

Preamble

398. ThePupilandParentGuaranteescomeinto

forceinSeptember2011.

399. ThePupilandParentGuaranteesaremade

undersection1oftheChildren,Schoolsand

Families[Act2010].

400. ThePupilandParentGuaranteesapplyin

Englandonly.

401. InthePupilandParentGuarantees,

referencestoparentsincludepeoplewith

parentalresponsibilityandpeoplewhohave

careofachildasdefinedbys.576ofthe

EducationActandincludecarerswith

parentalresponsibilityandfosterparents.

402. InthePupilandParentGuarantees,unless

otherwisestated,referencestopupilsmeans

registeredpupilsatmaintainedschools

(includingmaintainedspecialschoolsand

maintainednurseryschools),Academies,City

TechnologyCollegesandtheCityCollegefor

theTechnologyoftheArtswhoareunder19

yearsofage.Apersonisnottreatedasa

pupilataschoolmerelybecauseany

educationisprovidedforthepupilatthe

schoolintheexerciseofthepowerofa

governingbodytoprovidecommunityor

otherfacilities,pursuanttosection27ofthe

EducationAct2002.

403. InthePupilandParentGuarantees(unless

otherwisestated)referencestoschools

meansmaintainedschools(including

maintainedspecialschoolsandmaintained

nurseryschools),Academies,City

TechnologyCollegesandtheCityCollegefor

theTechnologyoftheArts.

The Ambitions in the Act and the Pupil Guarantee

404. Thelawsetsoutfiveambitionsforallpupils.

Takentogether,thesecapturetheessential

elementsofaschoolsystemfitforthe21st

Centurywhichwilloffereveryyoungperson

thechancetothriveatschoolandto

succeedinlife.ThePupilAmbitionsarefor

allpupilstogotoschoolswhere:

a. thereisgoodbehaviour,strong

discipline,orderandsafety;

b. theyaretaughtabroad,balancedand

flexiblecurriculumandwherethey

acquireskillsforlearningandlife;

c. theyaretaughtinawaythatmeettheir

needs,wheretheirprogressisregularly


checkedandwhereparticularneedsare

identifiedearlyandquicklyaddressed;

d. theytakepartinsportingandcultural

activities;and

e. theirhealthandwell-beingare

promoted,wheretheyareabletoexpress

theirviewsandwhereboththeyand

theirfamiliesarewelcomedandvalued.

The Parent Guarantee

405. AlongsidethePupilGuarantee,thelawalso

setsoutfourparentambitions.Theseare

designedtoensurethatallparentsareable

toplaytheirfullpartinsupportingtheir

childrenthroughouttheirschoolcareers.The

ParentAmbitionsarefor:

a. allparentstohaveopportunitiesto

exercisechoicewithandonbehalfof

theirchildren,andtohavethe

informationandsupporttheyneedto

helpthemdoso;

b. theretobe,forallparents,home-school

agreementsoutliningtheir

responsibilities,andthoseoftheschool,

fortheirchildren’sschooling;

c. allparentstohaveopportunitiestobe

engagedintheirchildren’slearningand

development,andtohavethe

informationandsupporttheyneedto

helpthemdoso;and

d. allparentstohaveaccesstoavarietyof

activities,facilitiesandservices,including

supportandadvicewithregardto

parenting.

How the Pupil and Parent Guarantees work

406. Part1ofthisdocumentexplainsthatthe

PupilandParentGuaranteesprovide

importantnewentitlementsforpupilsand

parents,andthatsomeoftheseentitlements

areforallpupilsandothersareforparticular

groupsofpupils.Parts2and3ofthis

documentsetoutthedetailsofeach

entitlementandexplainwhichpupilsare

coveredbywhichelementofthe

Guarantees.

407. Inordertoensurethattheseentitlements

aredeliveredtopupils,thePupilandParent

Guaranteesimposeanumberofmandatory

requirementsonthefollowingbodies:

a. governingbodiesofmaintainedschools,

maintainedspecialschools,maintained

nurseryschoolsandonAcademyTrusts

inEngland;

b. headteachersofmaintainedschools,

maintainedspecialschoolsand

maintainednurseryschoolsinEngland;

c. localauthoritiesinEngland;

d. managementcommitteesandteachersin

chargeofShortStaySchoolsinEngland;

and

e. proprietorsofAcademiesandhead

teachers(knownas‘Principals’)of

AcademiesinEngland.

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