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Ofsted’s Chief Inspector Amanda Spielman has announced “a major investigation into how well schools are using the curriculum to ensure children receive a broad education”.

The study, which is currently being scoped, will look for examples of good practice across all education settings, consider the potential problems, such as curriculum narrowing, and how they can be avoided. It is expected to address concerns that the pressures of accountability are leading some schools to ‘game’ the system.

This follows Ofsted’s guidance to inspectors which highlights signs that schools are ‘gaming’ the system, for example, a drop in the numbner of pupils on roll between entry and year 11 or pupils being entered for qualifications that do not meet their needs.

Ofsted are expecting to publish a report from this investigation later in the year.

Read more (external link)

Announcing the spring budget on Wednesday 8 March (external link), the Chancellor Philip Hammond, launched T-Levels for 16-19 year olds. T-Levels are designed to raise the status of vocational and technical qualifications and eliminate the “lingering doubt about the parity of esteem attached to technical education pursued through the Further Education route”.

The new levels will be based around a “framework of 15 routes to skilled employment extending from level 2 and level 3 up to higher skill levels, with a streamlined set of valuable qualifications”. Each course will last two years – with the first year focusing on core skills and the second on specialisation. As part of the course, students will be expected to achieve a Maths and English qualification.

In launching these T-levels, teh Chancellor announced that the number of training hours would be doubled for 16-19 year olds, with an average of 900 hours per year of training per course. This will require an additional £500 million of funding per year once the scheme is rolled out in 2019-20.

Finally, to encourage students to train in high quality institutions (such as the National Colleges or Institutes of Technology), the government will be offering maintenance grants similar to those offered to University undergraduates.

For governors and trustees, particularly in secondary schools, understanding the options available to school leavers is vital to ensuring that the school offers impartial and informed careers advice. Where appropriate, those governing may want to consider gaining assurances from executive leaders that young people are aware of all post-16 routes and opportunities, including the new T-levels.

Research highlights gaps in progress within schools

The Social Mobility Commission has published new research (external link)  into “the barriers to progress that low income pupils face at secondary school”, emphasising that “decisions and actions taken by schools can have a profound impact on outcomes.”

Do you want to nominate a governor or trustee to receive a national honour?

Anyone can be considered for a national honour as long as they are still actively involved in the work or service they have been nominated for. The honours system is inclusive and nominations are welcome from anyone and every community.

For further information visit the website (external link)  

The honours system recognises people who have:

• made achievements in public life
• committed themselves to serving and helping Britain

Nominees have usually made life better for other people or they are outstanding at what they do.

In partnership with the education ‘think-and-action-tank’ LKMco, Pearson have launched an in-depth consultation with teachers, school leaders, governors, parents and pupils to better understand concerns about assessment across the education system and to identify ways of addressing them.

What should assessment look like, and how should it underpin great teaching and learning? Have your say by taking part in LKMco and Pearson’s national consultation. Your response will inform the findings presented in a report, to be published this summer. Further information on the purpose and aims of the consultation can be found at the LMKco website (external link).

The consultation is open to all governors and trustees serving in primary and secondary schools in England and you do not need to be an assessment expert to take part.

Take part in the online survey (external link)

Useful information for those governing

Ofsted has released its 9th School Inspection update (external link), providing some useful clarity around “short-inspections”, safeguarding, new GCSEs, technical qualifications and how inspectors will liaise with executive leaders and the board of trustees in multi-academy trusts (MATs).

The secretary of state for education, Justine Greening, has announced her intention to put Relationships and Sex Education (SRE) on a statutory footing, "so every child has access to age appropriate provision". At the moment, all schools in England should have an up- to-date sex and relationships (SRE) policy. This is a statutory obligation for all maintained schools, but an advisory measure for academies and free schools. The move will be made as an amendment to the Children and Social Work Bill (external link) and will require:

• all primary schools in England to teach age-appropriate 'relationships education'
• all secondary schools in England to teach age-appropriate 'relationships and sex education'

The Department for Education will "lead a comprehensive programme of engagement to set out age-appropriate subject content and identify the support schools need to deliver high-quality teaching". The statutory guidance (first introduced in 2000) will be updated and is expected to come into force in September 2019. Parents will continue to have a right to withdraw their children from sex education should they choose to do so.

The amendment will also "create a power enabling the Government to make regulations requiring PSHE to be taught in academies and maintained schools".