News and guidance

Senior Director Julie McCulloch highlights how ASCL's policy team has been working constructively with the government on key education issues over the past few months.

As George Washington famously pointed out to an impetuous and frustrated Alexander Hamilton (in the musical at least, which is good enough for me), “Winning was easy, young man. Governing is harder.” 

After almost a year in power, this refrain may be ringing in the ears of the now not-so-new government. The post-election euphoria has long since worn off, and the reality of rebuilding our decimated public services while attempting to stick within their own fiscal rules is starting to bite. 

We see our role in the ASCL policy team as strongly representing our members’ views and interests, and working constructively with the government on policy solutions that reflect these. Here’s what that has looked like over the last few months. 

Children’s Wellbeing and Schools Bill 

This Bill, which includes a wide range of measures that will impact schools as well as wider children’s services, is continuing to make its way through Parliament. It is now moving into committee stage in the House of Lords, where we anticipate some lengthy discussions about aspects of its proposals. The current ‘noise’ around the Bill is as much to do with what isn’t in it as what is, such as whether a clause banning mobile phones in schools should be added. 

We are in regular discussion with advisers and civil servants about the aspects of the Bill that concern us, including breakfast clubs and the requirement for all teachers to have qualified teacher status (QTS). 

On breakfast clubs, we are in the process of gathering feedback from members whose schools are involved in the early adopter programme, particularly on concerns around funding, staffing, and space. 

On the requirement for all teachers to have QTS, we anticipate some helpful clarity around exemptions, but continue to be concerned about the impact of this policy, during the current recruitment and retention crisis, on movement across the system and on the staffing of special schools in particular. 

Inspection and accountability reform 

We submitted detailed responses to both the Ofsted and DfE accountability consultations (www.ascl.org.uk/consultations), based on lengthy discussions at ASCL Council (www.ascl.org.uk/council) and other engagement with members, and have had a number of conversations with Ofsted and the DfE since the consultations closed. 

There appears to be a willingness to address some of the concerns we (and many others) raised about these proposals, including the lack of clarity and differentiation between many of the ‘secure’ and ‘strong’ descriptors in the proposed new toolkits, the approach to ‘exemplary’, and the complexity of the government’s approach to intervention. However, so far, we are seeing little indication that Ofsted and ministers are minded to change tack on our more fundamental aspects of concern, including the use of a five-point grading scale and the rushed implementation timeframe. 

On the latter, media reports at the time of writing suggest that Ofsted may not meet its own deadline for responding to the consultation and confirming exactly what the new approach to inspection will look like, but still expects to start inspecting schools under the new framework from November, as planned. 

This is, to put it mildly, deeply problematic. We are continuing to make this clear to both Ofsted and the DfE. We will also be spending some time this month considering, with our Executive Committee (a subset of ASCL Council), what actions we might take if Ofsted and the DfE continue to press ahead with these proposals with only minor changes. 

Pay review and funding settlement 

Towards the end of May, the government announced the pay award for school teachers in England for 2025–26, agreeing to a recommendation from the School Teachers’ Review Body of a 4% uplift. It also announced additional funding to help schools with the cost of this pay award and with a 3.2% offer to support staff. 

However, the additional funding allocated to schools does not cover the full cost of the pay awards, and this will certainly mean further pressure on budgets that are already under severe strain. The government has said that it expects schools to cover the gap with “productivity gains and smarter spending” – a phrase guaranteed to irritate leaders who have already spent years making every possible efficiency saving. 

We have repeatedly told the government that pay awards must be fully funded or otherwise they represent a cut to school finances. 

We are also continuing to push for business leaders to be brought into the School Teachers’ Pay and Conditions Document as the proposed support staff pay award would mean that they will once again receive a lower settlement than other leadership colleagues. 

At the time of writing, we await the government’s upcoming multi-year spending review, and are emphasising that education must be seen as a strategic investment rather than a cost. 

SEND reform 

There is increasing recognition across government that major change is required to the SEND system. We are closely involved in discussions around this, through the Improving Education Together partnership between government, unions, and employer organisations, and through ASCL Policy Specialist Margaret Mulholland’s position on the DfE’s Expert Advisory Group on SEND. 

The (welcome) direction of travel appears to be a focus on the needs presented by children and young people, rather than just on responses to diagnoses. The government also recognises that schools and colleges need to be able to call on specialist services much more effectively than is currently the case. 

What the government is actually able to achieve here will be highly dependent on the spending review process. We may see a white paper later this year setting out the government’s vision and strategy for reform in this space. How radical this vision will be remains to be seen. 

Curriculum and assessment reform 

Now that the Curriculum and Assessment Review has published its interim report, we are staying close to the next stage of its work, ahead of a final report expected towards the end of the autumn term. This has included Deputy Director of Policy Tom Middlehurst giving evidence to the Education Select Committee in early May. 

As ever, we’ll do everything we can to be in the room where it happens as the government moves into its second year in office, speaking on behalf of members and acting on behalf of children and young people

Julie McCulloch
ASCL Senior Director of Strategy, Policy and Professional Development
@juliemcculloch.bsky.social

ASCL has been quoted widely in the media over the recent period on a range of issues.

Concerns around toxic influencers pushing misogynistic narratives via online platforms have been building over recent years. ASCL was previously involved with the Safer Scrolling report (www.ascl.org.uk/SaferScrolling), which traced how extremist misogynistic ideas spread from social media and become embedded in parts of youth culture. 

The release of Adolescence on Netflix in March, undoubtedly one of the most talked about TV shows of the year so far, has brought the issue even more sharply into focus. Reflecting on the miniseries in an article for TES (tinyurl.com/2wxxvsd7), General Secretary Pepe Di’Iasio said: “No previous generation has been subjected to such powerful technologies – ones which prioritise engagement metrics and monetisation above all else. And yet, we have failed to act decisively.” 

Adolescence was released just a day before ASCL President Manny Botwe called for social media platforms to be ‘brought to heel’ and forced to police their own spaces (see tinyurl.com/3c537wya). His remarks at ASCL’s Annual Conference in Liverpool attracted national media attention, including interviews with Times Radio and BBC Radio 4’s Today programme. 

ASCL’s policy specialists have continued to share their expertise on the risks and opportunities posed by emerging forms of technology for SecEd’s Best Practice feature. Recent articles tackle AI (tinyurl.com/45u8ka6m) and synthetic media (tinyurl.com/fyfm6uzy).

Last time I wrote for Leader, I talked about a lasting legacy: the Education Minister Paul Givan’s drive to bring about wide-reaching educational reform at pace. Well, it’s fair to say that he has brought forward a comprehensive, ambitious, and evidence-informed plan in the form of the TransformED strategy (tinyurl.com/2mpvpfet) that seeks to set out a road map for transformation over the course of the next five years. 

The strategy centres on five pillars of curriculum, assessment, qualifications, standards, and tackling educational disadvantage, all underpinned by improved, research-led teacher professional learning. It is clear that standards have somewhat stagnated in Northern Ireland and his desire, supported by an international panel of experts, is to drive improvements across the board with a focus on these areas. 

At the time of writing, Lucy Crehan’s review of the Northern Ireland Curriculum is drawing to a close, there are plans afoot for a new approach to statutory Key Stage assessment, a revision of GCSE and A level qualifications is coming, a new inspection model is in operation, and plans for fully funded, collaborative research conferences led by clusters of schools are being rolled out. 

It would be difficult to argue that this minister has allowed the grass to grow under his feet; in fact, it is rare to see a minister in the Northern Ireland Executive bring forward so much reform that could produce a seismic shift in how education works in Northern Ireland. This is all rooted in the findings of the Independent Review as I’ve discussed previously, but it is still brave, bold, and ambitious. 

As an association we welcome this strategy, however, let’s not forget it is our members who will ultimately bring about this policy shift in their schools. It is our members who will make this a reality, and so we will look to the Minister and his officials for the necessary support and funding to deliver collaboratively going forward.

John Trueman
ASCL Northern Ireland Director

More than ever before we are struggling to recruit and retain staff. Too often we advertise multiple times, and our pools get smaller and smaller. In Wales, Welsh Language is a core subject, but our ability to recruit is nigh on impossible. When did it change? When did it get so difficult to attract the best graduates into our profession? We must accept our new reality and ask the question why? What about this amazing, wonderful, inspirational job that changes the life chances of children that fails to entice people in? Why don’t they see what we saw, the laughter, the excitement and the energy that drives our organisations and kept us enthralled in education for decades? Too often the answer is brutally clear – workload. We must accept that what we ask of our profession is simply too much. 

Too often when we asked: how can I make this work? maybe we should have been asking: why am I doing this? That’s what those new to the profession ask, then they think: is this really for me? 

Sinéad Mc Brearty from Education Support often quotes the World Health Organization – “If we consistently work over 50 hours a week, we damage our health.” I think it would be easier for school leaders to identify when they didn’t work a 50-hour week – it’s the norm, it’s the culture of our system. Maybe that’s what needs to change. Maybe it starts with you? 

Maybe we need to establish a culture where we retain balance in our lives, where work doesn’t dominate our thoughts and our actions, and where it doesn’t reduce our connections with our family and friends. Maybe now is the time we lead by our own example and create the appropriate working culture our profession needs.

Claire Armitstead

Director of ASCL Cymru

Although education reform seems to be making very good traction in Northern Ireland, here in Scotland the pace is much slower, too cautious, and is short in boldness. 

The Education (Scotland) Bill (tinyurl.com/yedbppym), currently going through the Scottish Parliament, will legislate for the independence of His Majesty’s Inspectors of Education from Education Scotland, which will continue as a separate body leading in the curriculum but is scarcely mentioned in the Bill. It will also replace the Scottish Qualifications Authority (SQA) with a ‘new’ Qualifications Authority. However, the Bill is in danger of sinking under a mass of amendments from all parties (showing how much education is a political football) and we await the second reading with trepidation. 

The posts of chief inspector and CEO of Education Scotland were again not filled after interview. To not appoint once looks unfortunate, to not appoint twice, looks like carelessness. And there is concern that the same might happen with the appointment of a new CEO of Qualifications Scotland. This void of permanent leadership is sadly redolent of the lack of a joined-up vision across Scottish Education. No one is really sure how it all hangs together, and the role of the new Centre for Teaching Excellence seems to overlap both with the remit of Education Scotland (gallantly trying to get the Curriculum Improvement Cycle in place as recommended by the Organisation for Economic Co-operation and Development (OECD) report – one bright, positive spot), and with the role of Her Majesty's Inspectorate of Education (HMIe) in seeing (although not always sharing) interesting and valuable practice. However, the Centre’s focus on research into pedagogy could be potentially very impactful. 

The Review of Inspection processes is also under way, and hopefully any proposed system will not be going down the same road as Ofsted. 

Then throw in two further knotty problems: the stalled pay claim and the ongoing wrangle about the Scottish Government’s manifesto commitment to an extra 90 minutes’ non-class contact time weekly. We live in interesting times.

Graham Hutton
General Secretary, School Leaders Scotland

The recent update to the arranging alternative provision (AP) guidance (https://tinyurl.com/f9tsnzj8) builds on a three-tier model aimed at improving the consistency in AP education. This system encourages a foundation of targeted mainstream school support, followed by time-limited alternative setting placements and where needed, a permanent transition for pupils unable to return to their ‘home’ schools. 

The guidance encourages flexibility, urging schools to implement more adaptable learning models that can be tailored to individual pupil needs. This should be a proactive part of the school’s work with pupils and not a reactive response to behaviour incidents or life events. 

Financial management and strategic planning by senior leaders will be crucial for navigating AP funding, with a need for clear accountability and effective use of resources to meet diverse student needs. The guidance also advocates for proactive outreach to pre-emptively address student issues, enhancing early intervention efforts and fostering an inclusive school culture. 

Safeguarding remains a priority, with a need for up-to-date, practical policies that reflect real-world challenges faced by both pupils and staff in all settings. The inclusion of in-school units within the guidance highlights their role as a critical link in the AP process, integrating them into the broader school strategy to support not just those students at the relevant school or academy but external pupils too. 

Remote education is now recognised as a permanent aspect of educational planning, essential for supporting AP and ensuring it is engaging and tailored to individual needs. The new guidance shifts towards a more pupil-focused approach, providing clarity and support for students with SEND and those struggling in mainstream settings, ensuring they receive appropriate support through the most suitable methods.

The latest statistics on suspensions and permanent exclusions across state-funded schools have been published by the DfE (tinyurl.com/2vzu4rjd). 

Although the numbers are lower compared to the autumn 2023/24 (where we saw a big increase), cautious optimism is needed, since the numbers have increased compared to the previous spring, and the autumn term tends to be the longest. Headline figures show there has been a 15% decrease in the number of suspensions compared to the autumn term but an increase of 12% compared to the previous spring term. There’s better news on the permanent exclusion front with a 25% decrease compared to the autumn term and only a slight increase of 2% compared to the previous spring term. 

The most common reason for both suspensions and permanent exclusions remains persistent disruptive behaviour followed by verbal abuse and threatening behaviour against an adult for suspensions, and physical assaults against pupils and adults for permanent exclusions. 

The total number of days pupils are being suspended is increasing and pupils in Years 9 and 10 have the highest rates of suspension and exclusion. Pupils eligible for free school meals are four times more likely to be suspended and five times more likely to be permanently excluded. Pupils on SEN support (but no Education, Health and Care Plan (EHCP)) are six times more likely to be permanently excluded, whereas those with an EHCP are four times as likely. This will likely add to growing calls for the need to address child poverty and reform the SEN system.

ASCL is committed to supporting and promoting equality, diversity and inclusion (EDI) among school, college and trust leaders, and in our own organisation. Our leaders’ networks, focused on ethnic diversity, lesbian, gay, bisexual, and transgender plus (LGBT+) and women leaders, offer a safe space for members in these groups to support and empower one another, and to raise awareness of issues particularly affecting these groups. Please visit their individual pages via the links below to find out more:

• ASCL Ethnic Diversity Network (www.ascl.org.uk/EDNetwork)
• ASCL LGBT+ Leaders’ Network (www.ascl.org.uk/LGBTLeaders)
• ASCL Women Leaders’ Network (www.ascl.org.uk/womenleaders) 

To join any of our leaders’ networks and for an invitation to the next meeting, please email CorporateAdmin@ascl.org.uk indicating the network/s you would like to join.

We know that school and college leadership can be both immensely fulfilling and immensely challenging, often at the same time, so, here, we just want to remind you of all the great benefits of your ASCL membership:

• If you need support and guidance over any employment or professional issue, our exclusive member support hotline (0116 299 1122) is just a phone call away. It is staffed by experienced school and college leaders and supported by our specialist, regional and legal teams.
• As an ASCL member you receive our twice-weekly newsletters (www.ascl.org.uk/newsletters). But did you know we also publish newsletters specifically for business leaders, independent sector members, post-16, primary, SEND, and trust leaders, as well as newsletters for our members in Wales and Northern Ireland. See and subscribe to them on the link above.
• ASCL Professional Development (www.ascl.org.uk/pd) offers a wealth of online and in-person events, including conferences, courses, programmes and tailor-made services. And if you’re planning to recruit a new member of your senior team, do take a look at our leadership appointment service at www.ascl.org.uk/LAS
• We represent members at the highest levels of government and with regulators and other stakeholders. Our teams are working on your behalf on the issues that matter: funding, recruitment and retention, SEND provision and much more. If you have something you’d like us to raise, please do let us know by emailing TellUs@ascl.org.uk 

ASCL provides many other services that you can explore on our website: www.ascl.org.uk When times are tough and you need someone on your side, we’re here for you.

There has been a noticeable increase in schools receiving correspondence from parents and other stakeholders generated by AI tools. These AI-generated letters often appear well-crafted and technically proficient at first glance but can confuse and intimidate staff due to their use of complex language and persuasive elements. AI-generated content can include inaccuracies and repetitive patterns, lacking understanding of complex issues, particularly in legal contexts. This can lead to misrepresentations of legal principles, despite seeming authoritative. To effectively manage AI-generated correspondence, schools and colleges are advised to:

• request further clarifications from the sender to ensure mutual understanding and a clear understanding of the objectives sought
• train staff to identify AI-generated content and enhance their skills in critical text analysis, and raise awareness that just because something is plausible doesn’t mean it is accurate
• review and possibly adjust parental behaviour and complaint policies to address unreasonable or excessive communications
• seek advice from knowledgeable experts to clarify legal implications and craft appropriate responses

By taking these steps, schools and colleges can better navigate the challenges posed by AI-generated communications and ensure they handle such interactions with greater confidence.

The Private Finance Initiative (PFI) will be familiar to many in the sector. Initiated in the early 1990s, PFI was a framework that allowed private sector involvement in public sector projects, including the development and maintenance of school buildings. The arrangements typically ran for terms of 25 to 30 years, and in this and coming years, many contracts approach their expiry. 

Affected schools must prepare for the transition, considering issues around asset management and service continuity, and must begin to plan early. Indeed, the Infrastructure and Projects Authority advised contracting authorities to begin preparation at least seven years in advance. The expiry of PFI contracts means that the responsibility for the maintenance and operation of school buildings funded under the scheme will revert from the relevant private companies to the schools themselves. 

Preparation should include a thorough audit of the relevant assets, understanding their current condition, and planning for any necessary refurbishments or updates. Additionally, schools will need to consider how they will manage these facilities going forward, whether through internal resources or by way of new facilities management contracts with external bodies. 

Legal advice and consultation with experts in PFI contracts can provide invaluable guidance during this transition. Schools must ensure that they are fully aware of their rights and obligations as set out in the original PFI agreements to ensure a smooth and efficient handover. 

This period of transition offers schools a significant opportunity to reassess their facility management and make decisions that best suit their future needs. Proper preparation will enable a smooth transition, and enable schools to continue providing excellent educational environments.

The most significant changes to employment law for decades are making their way through Parliament. Several amendments to the Employment Rights Bill, originally launched in October, have been announced (tinyurl.com/ydub6794). Headlines include:

• The Bill proposed that collective redundancy consultation be triggered by employee numbers, rather than by establishment. Due to concerns from multi-site employers, an amendment provides that the obligation will apply where the proposal is to make redundant 20 or more employees at one establishment or at least the “threshold number of employees” to be determined by future regulations. It remains the case that more redundancy situations are likely to trigger collective consultation.
• Further rights are to be extended to agency workers, to prevent them being used to circumvent the rights being given to zero hours and “low hours” workers.
• The potential extension of bereavement leave, and statutory bereavement pay in cases of pre-24-week baby loss.
• Further changes to legislation around trade union participation, streamlining the recognition process, and simplifying the balloting process for strike action. 

Whilst these amendments do give some additional detail, there is still a great deal yet to be announced, and scope for further changes to be made. 

It is notable that the concessions made to employers are minor, reiterating the government’s desire to strengthen the rights of workers and employees further, despite potentially challenging economic times ahead.

Make sure you don’t miss out on the latest information and tell us of any change in job title, school/college address, home address, and email. You can change your personal information online by simply logging in to your account (www.ascl.org.uk/login). Ensuring that we have your most up-to-date details will enable us to help you quicker should you need to contact us for support. It will also enable us to ensure that you receive all your member benefits.

Continue to be part of our great community when you retire from a school or college leadership role with ASCL Associate membership. 

ASCL Associate membership means that you can continue to receive ASCL publications such as our online Leader magazine and email news updates and have access to website resources. Plus, you'll find that Associate membership comes with additional benefits and new opportunities through the exclusive magazine Associates News, social activities, the ASCL Associates Committee, volunteering, and chairing our popular planning for retirement events.

• Find out more at www.ascl.org.uk/associates 

In addition, a reminder to current Associate members that Quilter Financial Advisers (QFA) – ASCL’s premier partner for financial services – offers an initial free personal telephone appointment for members. Call QFA on 08000 858590 or email QFAinfo@quilter.com to arrange your appointment (for details on how QFA uses your personal information, please view its privacy policy here tinyurl.com/k2mmf9sr).