DfE Report Nga Newsletter Ofsted Newsletter SCC Schools Bulletins

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In the News Today:

DfE News Links

Teachers' pension scheme payments: 2019 to 2020

Coronavirus (COVID-19): attendance in education and early years settings

School funding: between financial years 2010 to 2011 and 2020 to 2021

14 to 19 technical and applied qualifications: technical guidance

Coronavirus (COVID-19): apprenticeship programme response

Coronavirus (COVID-19): free school meals guidance

Coronavirus (COVID-19): financial support for schools

Coronavirus (COVID 19): online education resources

Coronavirus (COVID-19): implementing social distancing in education and childcare settings

Extra support for schools and parents to help cope with coronavirus

Coronavirus (COVID-19): guidance for schools and other educational settings

Coronavirus (COVID-19): initial teacher training (ITT)

Coronavirus (COVID-19): school closures

Coronavirus (COVID-19): guidance for educational settings

Coronavirus (COVID-19): guidance on isolation for residential educational settings

Coronavirus (COVID-19): school and college performance measures

School complaints procedures: guidance for schools

Direction issued to the Chief Regulator of Ofqual

Introduction of T Levels

Technical qualifications within T Levels

Covid-19 adoption support fund scheme to help vulnerable families

Coronavirus (COVID-19): guidance on isolation for residential educational settings

Coronavirus (COVID-19): guidance for schools and other educational settings

Coronavirus (COVID-19): guidance on vulnerable children and young people

COVID-19: school closures

Special Offer

SGA have a special offer that will not only help in the world of education but is appropriate to busines, office and the work place as well as all education settings. The latest Public Health England posters relative to Covid- 19 are available to download direct from this website as a colour A4 poster to place on your notice boards On each page of the SGA website in the righthand Colum and near to the top is an example poster with its unique PHE/NHS message scroll through the web pages and decide on the poster you want to print

click on it and it will print to your printer an A4 poster. There are 16 posters to choose from some more specific to certain settings but all are applicable to staying safe and well. further information and larger posters are available from

All content is available under the Open Government Licence v3.0 https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/ or available to view in the terms and conditions of this website.

COVID-19: Latest updates

The NHS COVID-19 app launched today and will help the national test and trace effort and support those businesses that are required to collect customer data.

The app uses your phone to detect other app users nearby, and the NHS will let you know if you have been near someone who has developed symptoms.- Elmbridge Borough Council.

Download the app now and find out more about what the app does.

Safe working in education, childcare and children’s social care settings, including the use of personal protective equipment (PPE)

Details (Click on the arrow head to expand)

This is for all staff in:
• children’s homes, including secure children’s homes
• residential special schools or colleges
• fostering services
• visits to family homes
• alternative provision
• early years and childcare settings
• schools, including special schools
• further education (FE) settings including general FE education colleges, sixth form colleges and other providers

It includes advice on:
• minimising contact
• changes of work practices
• hand and respiratory hygiene
• increased cleaning of the environment
• limiting movement
• when you might need to use PPE

Early years and childcare settings, schools and colleges should read this guidance in conjunction with the Coronavirus (COVID-19): implementing protective measures in education and childcare settings’ guidance

Current government lockdown Guidance and regulations
5th Jan 2021

The following links are advice on the current lockdown for all.

National lockdown: Stay at Home - GOV.UK

Publication of Remote Education information

Critical Workers and Vulnerable Children


Face coverings in education

1. General approach to face coverings
2. Where local restrictions apply
3. Access to face coverings
4. Exemptions

All pupils, in all year groups, will return to education full-time from the beginning of the autumn term. This guidance is intended to support early years and childcare providers, schools, including alternative provision, and colleges with new advice on the use of face coverings.

Read more……

Autumn Bulletin 2020

24 Packed pages of reports, articles and infomation for Surrey Governance.

Read the Bulletin PDF

Statement from Chief Medical Officer, Professor Chris Whitty, about new strain of COVID-19 New strain of COVID-19 reported to World Health Organization.

Published 19 December 2020
Department of Health and Social Care

Chief Medical Officer for England, Professor Chris Whitty, said:

As announced on Monday, the UK has identified a new variant of COVID-19 through Public Health England’s genomic surveillance.

As a result of the rapid spread of the new variant, preliminary modelling data and rapidly rising incidence rates in the South East, the New and Emerging Respiratory Virus Threats Advisory Group (NERVTAG) now consider that the new strain can spread more quickly.

We have alerted the World Health Organization and are continuing to analyse the available data to improve our understanding.

There is no current evidence to suggest the new strain causes a higher mortality rate or that it affects vaccines and treatments although urgent work is underway to confirm this.

Given this latest development it is now more vital than ever that the public continue to take action in their area to reduce transmission.

Slides to accompany coronavirus press conference:
19 December 2020

Governing Board Meetings Autumn Term 2020

Dear governors and clerks,

We have received many calls and e-mails since the start of the academic year regarding the question of whether governor meetings this term should continue to be held virtually or is it now appropriate to revert to face-to-face meetings in school. The most recent guidance from the Department of Education (DfE) was published on 17th July in School Governance Update. The guidance on this subject is identical for maintained schools and academies. The DfE advice is not explicit on meetings but falls under a general heading of Governors (and Trustees) Visiting Schools. The DfE view is that governors can visit schools subject to appropriate risk assessments having been conducted and subsequent control measures related to the risk assessment being in place. It includes this statement:

If your visits can happen outside of school hours, they should. A record should be kept of all visitors. Depending on their risk assessment, schools may choose to continue to host governor meetings virtually.

Our advice is first and foremost governing boards should consider the health, safety and well-being of school pupils, staff, and themselves before contemplating face-to face meetings. Appropriate robust and rigorous risk assessment is a statutory requirement and should consider:

Where meetings could take place with social distancing n.b. to be two metres apart, each person would need to be two metres away in every direction from the next. This would require a large space and brings with it issues of acoustics etc.
Who will be responsible for cleaning the space used for the meeting before and after the meeting, including all touched surfaces, furniture used etc.
Can toilets be accessed and if so, who will be responsible for cleaning the area and when.
Refreshments should not be made available.
Contextual issues, such as age, health, ethnicity, family dependants etc of governors.

If risk assessment results in procedures being implemented to mitigate the risks associated with these factors, governors should then consider:

What impact, if the meeting takes place in school, will there be on staff well-being? Given the increased pressures of a typical day in school at present, is it reasonable to expect leaders and staff governors to stay on for out-of-hours meetings? Is it reasonable and fair to necessitate additional cleaning and sanitizing costs solely to enable a face-to-face meeting to take place?

Our advice

Based on the considerations above our advice is, given the current infection rate and new rule of six regulation (although education is excluded), we suggest all governing boards think long and hard before pressing ahead with in-school meetings. Common sense and care for others suggest virtual is best right now.

Please remember that governors do not have right of access to the school and whilst decisions should be made by the full governing board, the headteacher’s view should be taken very seriously as they know the fragility of keeping schools safe.

Kind regards.

Steve Barker Head of Governance Services
and Carole Ford Clerking Service Manager

Statement from the UK Chief Medical Officers on schools and childcare reopening

This is a consensus statement from the Chief Medical Officers and Deputy Chief Medical Officers of England, Scotland, Northern Ireland and Wales on the current evidence of risks and benefits to health from schools and childcare settings reopening...Read more

Apprentices to get jobs boost
New support service launched to help apprentices who have lost their jobs due to the Covid-19 outbreak to find new opportunities.

A new online and telephone support service for apprentices who have lost their jobs during the Covid-19 outbreak has been launched today by Gillian Keegan, Apprenticeships and Skills Minister (1 August)...Read more

Geoffrey's Discussion Point

Issues to resolve that we ought to talk about openly only don’t
The ‘Joys’ and ‘Bills’ of Governance – how we keep them coming and how we entertain them.

There is no doubt, that acting as a school governor can be joyful, even personally be very rewarding, especially if you play your part in strategically directing education and fulfilling those simple yet broad responsibilities which all Governors and Trustees are charged with by the DfE’s Governance Handbook:- All boards, no matter what type of schools or how many schools they govern, have three core functions:

  • Ensuring clarity of vision, ethos and strategic direction;
  • Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff; and
  • Overseeing the financial performance of the organisation and making sure its money is well spent.

The fact is, that by so doing, you play an important part in your community in helping the development and learning of the next generation. Providing the environment to encourage the ongoing consolidation of a literate, well rounded, inclusive, fair-minded, confident community and Nation. What you get out of governance really depends on what you personally put in, for it’s all important work and it’s all entirely voluntary. A job that when done well, should be recognised acknowledged and yes even truly rewarded.

Therefore it is wonderful news, that a long serving and a very active member of Surrey Governance, Doris Neville - Davies has been honoured for her service to Education as a School Governor and Trustee. On receiving the news Doris said “It is very satisfying to have governance recognised – hopefully it will encourage others to join our ranks “ Hopefully it will, for in recent years with the many pressures on life, work, community and family the numbers of governors especially in certain sectors have diminished. So leaving a little space for fresh energetic and vital new blood - Are you up for it?

In case you are wondering why there has been a fallaway in numbers from such a vital, challenging, rewarding and responsible service as governance. I will first allay your curiosity, like many issues there is not one but several reasons including of course the inevitable ironies of life and the usual array of life’s pressures. The fact that so many are genuinely struggling to find the time, being most given as the main cause.

This of course is one of those ironies as the more gadgets and technology we have like those talk to controls e.g., Alexia and Siri that help us do everything, the less time we apparently have for ourselves. Sadly, there’s also been the natural decline in governor numbers which should have been anticipated, since the big recruiting drive of some14 years ago, for many of those have done eight or twelve years dedicated service and have now retired or moved on. However, there is in this county, as there is in one or two other education authorities around the country an underlying problem that causes a slow attrition and goes unnoticed until it becomes a major problem. It’s not yet at that stage but it is wors- ening and is an issue which I have aired before.

It is basically the issue of recognition, which at its sim- plest is the missing: thank you, the occasional smile, the supporting hand, right through to a lack of respect, out- right contempt and even disrespect.

The problem really started to come to my attention about 5 years ago when I became Vice Chair of Surrey Governance Association and was also elected to the Surrey Schools Forum. I had already been a School Governor. Vice Chair and Chair of Governors at my community school’ for several years. Studied leadership, tribunals, HT appraisal, child protection, SEND with Babcoock4S and been appointed as a Surrey Advanced Skills Governor (ASG). Having always been a regular attender at Governor CPD and Surrey’s termly Chairs of Governors meetings. At all the events or conferences I attended many of the same faces would appear. The reality being that despite a county of some 5,000 governors only about 300 were involved beyond their own school governing body.

Clearly, as should have been reasonably obvious, as a volunteer force the multiple function dedicated governors, in the main, had to come from those who were either retired from the day job or with the time to spare and having the desire to dedicate that time to supporting Surrey Governance. My offices began to draw mail and enquiry from other governors on many issues but one which became a slightly troubling and a regular subject was coming from long serving Governors having recently left the service saying to the effect that: –

‘Having served as a Governor for many years while they may have had a card from their own school FGB they had received no thanks or consideration from the county or other institutions they had supported and served through their role in education e.g., church schools, SCC, appointed training agencies, education committees, Academy sponsors etc.’

Now the vast majority of governors do not join either for financial reward or for any form of adoration. However, an occasional thank you never went amiss, often creating mutual respect, greater collaboration. cooperation and communication.

I was surprised, for though no governors had left my FGB in recent years, I had some years earlier as Chair handed out to our long serving retiring governors with my thanks and testimony, a card from all our governors, with from the SCC a certificate and a letter thanking these governors for their long service and support over the years and also similar appreciation from the diocese (we were not even a church school only affiliated).

On enquiry as to what had happened to this recognition, I was informed that given cuts and admin difficulties the custom had been dropped and any appreciation was now simply down to each individual school. After all, many will tell you that service is its own reward! While this is a truism it also allows the exploitation of those who give; by others who for their own ends are of a greedy and self-serving nature to take the credit for their own reward.

After all, you cannot in leadership expect those who feel unappreciated, undervalued or ignored either to want to as- sist you next time or to recommend others who may be con- sidering joining or helping you, that doing so is a good idea.

Personally, I have always found the reward and the satisfaction is in a job well done and the more I have put into anything the more rewarding it has been to have attained the success. However in so doing, I have always diligently thanked appreciated and where appropriate and proper, praised and been grateful to all those who have assisted me in the achievement.

So imagine my surprise when I discover that there is not only a lack of appreciation and acknowledgment but a fair amount of hos- tility. Although Governance is given freely there is also a cost that should be met and if it is not met will finish up in deteriorating governance and an even greater problem that will not serve educa- tion our community or our future generations well.

Like all things that claim to be free you don’t have to go too far to see that there is a cost in the vicinity.

To enable governors to do a good job, you have to invest in them, in their initial induction, specific skills training, including custom and practice within the education environment. CPD is also high in this investment closely followed by regular quality informing and appraising them of all that is new and current. This along with the facilitating opportunity of conference and peer to peer knowledge exchange in specialisms and general good practice for this harvests valuable feedback and so by listening to the outcomes of governance scrutiny, assessments, strategies and then being prepared to evaluate and apply their appropriate recommendations can education provision be developed.

This vitally important investment in governance has been failing and shrinking in a way that is not conducive to good management practice, personnel development nor the future of appropriate edu- cation. Sadly, we need to look back to where we were 5 years ago, not to return, for going back is something I have never advocated but to gather the threads of those good management communi- cation tools that had inadvertently been left behind, planting them into the pending post COVID-19 recovery and development of effective governance.

Survey governance in 2015/2016 benefited from:
  • termly Chairs and Heads meetings
  • termly Hot Topics for all Governors
  • regular CPD lectures
  • 2 Surrey Governance Conferences
  • specialist subject conferences for Leaders and Management
  • ASG’s met termly for briefing and de briefing
  • SGA twice termly meetings with the SCC Education Directorate

All of these events took place in major conference venues or hotel facilities where comfortable seating reasonable proficient audio and video equipment, coffee, snacks and easy parking all helped to facilitate positive feelings and good communication. Many governors would meet senior members of the County’s Education Directorate, network with members of the Education Committee and others whose interest was focused on Surrey education. sharing recent experiences and current thinking. Most importantly the locations, content, participation and listening al- lowed governors to feel valued and respected. The consultation and exchange providing a big team ‘all working together in the same direction’ atmosphere.

Soon though the effects of financial cuts, the restructuring of the County’s Education Department with major changes in Direc- torate. The down grading of locations, support and conference was to begin moving to public buildings and school halls with bitter coffee from an urn and often provided with chairs or hard stools designed for Year 3 children became the order of the day (a technique offered to Headteachers by the unwritten guide ‘how to managing your governors’ - getting them to go home quickly).

The regular ASG meetings came to an end and ASG’s were more or less left free to organise assignments for themselves their fate fell between the old directorate and the new and so withered away. Then once disassembled and mainly gone someone realized how valuable they were and appointed at some extensive cost an out-of-town agency, who has little local knowledge yet try desperately hard at not inconsiderable expense and frustration to many to create a ‘doppelganger’ of that service which had for many years served Surrey, so well.

Governors began to feel less valued, the reduction of open com- munication and networking reduced those interested in attending. Whilst the discomfort of the environments discouraged others and the poor or non-existing video and audio equipment did not help. All in themselves little things and currently with COVID-19 we only meet in the strange environment of the internet world with its poor connectivity that is well behind the standard needed to make it efficient,. Though, with a comfortable chair, favourite coffee and no petrol it has to be said Zoom is getting there.

Once again we are looking at a complex, long and slow slippery slope but undoubtedly every little element of unsatisfactory conduct discomfort and irritation will potentially build to a explosive situation. The great advantage of governors is they can bring expertise from the wider world and local community into the inner chambers of education, broadening the perspective and so focusing on delivery of value to the community. The great advantage of the community being involved in shaping the values and learning is that it will help the universal understanding of what will be needed for future growth, success and harmony.

Sadly, today there are fewer governors from outside education than used to be and a higher proportion of educationalist in governance I applauded everyone of them for their commitment, dedication and loyalty to governance but all governors do need to actively encourage governors from outside the walls of academia to bring a broader and more liberal dimension to our schools.

As a great majority of those being educated will eventually be engaged in life outside academia the advantages that governors from the private and commercial sector like myself, with 50 years senior management experience in the commercial world bring, Is that the strong principles of public life (lord Nolan 1995) that are reverenced in all academic environments also apply equally in the commercial workforce. For the reality is, in terms of personnel management (HR). Leadership and propriety there is little if any difference between public and private organisations only a very dangerous perception that a defining difference exists.

Many organisations especially in meeting change and technology face struggles at different stages as they develop, because they make a big mistake – in the early days an organisation deals primarily with the customer and learns that meeting the customer’s needs brings ‘Joy’. As they grow larger and more self confident organisations then gravitate to consult with investors, work colleagues, managers, sup- pliers and focus on major customers. Unfortunately not realizing that all in this group often have a vested interest in protection of their personal investment in the business. They are unlikely to venture anything which may upset you or may remotely damage their comfort zone. The focus moves from the ‘Joys’ of the customers to worrying about the ‘Bills’.

It is the onlooker and the disenfranchised who always sees ‘more of the game’. If you truly wish to know how well you are doing and the prevalence of any aspect of change around your organisation’s operation or the direction it is moving or is likely to move in. Governors must talk and consult constructively with those who have left because this is the only element of any organisation’s people who importantly have nothing to lose by giving you the essential truth that will ultimately enable harmonization of the various groups who contribute to your organisation’s success, enabling them to move forward together.

There are of course some other areas of voluntary service where silent discontent can occur both affecting quality recruitment and retention. They are not easily detected but they can seriously affect progress, contribution and recruitment. There are more than you may think who falsely despise the volunteers for taking away jobs and services for which they or colleagues could be paid. There are employees who consider volunteers as an interruption to their work and progress. There are those who consider volunteer Governors and Trustees as simply superfluous to the organisation, in our case education and there are those who resent the independence and ability they have to speak freely or call into question situations from afar when their livelihoods are not dependant upon them.

All these are small and often isolated incidents or the odd person you come across but when you come across a teaching school that offers programmes to Headteachers on how to manage your Governors rather than one on how to work with your Governors, you know these myriad of little resentments are building up.

Then among the last but not always the least are all the many areas of unintended consequences, often closely associated with the common curse of all organisations. Communications: solid, consistent, easily understood, substantially agreed communica- tion that can galvanize everyone into fulfilling the goal to the very best of their ability and enjoy the full reward of a successful outcome, to which they were a recognised contributor. It is not so much that it is broken but we are all stuck with the situation as dictated by the Pandemic and until we can get back to re- specting and working with each other as a united, coordinated, collaborative, fully communicating team we will struggle individ- ually and education will suffer in consequence.

Finally, here is the rub; if governance is to confirm the important role it has in education it has to be up to existing Governors and Trustees to do something about improving the relationships, the respect and the communication and turning the lip service paid by many to governance, into positive good for everyone in your school’s community. In fact, if you want to do anything about any or all of the issues mentioned in this article. If you truly care about your vital role in supporting continuous improvement, high standards in education and delivering a world beating quality inclusive education service for every child in Surrey. One route to achieving this is by your discussions with all your contacts and the regular work you do in your school and through engaging your concerns for Governance in Surrey with the Surrey Education Directorate.

The most effective way to that goal is through the SGA
for we are dedicated to you as Governors and Trustees delivering a voluntary service that ensures the values the support, the respect and the recognition of those who serve the development of our children and security of our future community.

For the Attention of the CEO, Headteacher & Chairs of Governors - Surrey Education Covid 19 Coronavirus

Weekly Update

Dear Colleagues

This is your weekly COVID19 Coronavirus update that includes all the new and updated local information and guidance related to COVID-19 including links to information and guidance newly published on SCC dedicated webpages for School Leaders. DfE and government guidance continues to be published regarding Lockdown 2 and we will continue to update the webpages with any changes to our local response.
The county council has been advised by DfE colleagues that further guidance for schools is expected to be published soon which will include further detail regarding Extra Curricular activities, Face Coverings, Remote Learning, Ofsted and Children’s Social Care.

Following the publication by government of a Winter Package last week end, the county council are working with partners to develop a response. Any updates and further detail will be available in future weekly emails and/or the weekly Schools Bulletin.

...Read More

Support for working families affected by coronavirus (COVID-19) given an extra boost

Department for Education, HM Revenue & Customs, and Vicky Ford MP

Working parents or carers who are eligible for Tax-Free Childcare or 30 hours free childcare but have temporarily fallen below the minimum income requirement as a result of the pandemic will continue to receive financial support until 31 October 2020...Read more

Changes to the law on education, health and care needs assessments and plans due to coronavirus (COVID-19)

Guidance on temporary changes to special educational needs and disability legislation during the coronavirus (COVID-19) outbreak.
Change made
Updated to reflect the expiry of the notice modifying section 42 of the Children and Families Act on 31 July.

Details (Click on the arrow head to expand)

guidance is for:
• families and parent carer forums
• SEND Information, Advice and Support Services
• local authorities (both their SEND and social care services, at a strategic and operational level)
• health commissioning bodies such as Clinical Commissioning Groups (at both strategic and operational level)
• early years providers, schools, colleges and other education settings
• mediation advisers
• others who contribute advice and information to education, health and care (EHC) needs assessments, such as:
• educational psychologists
• other health care professionals

updated 31 July 2020

Multi-million-pound funding package for school transport

New funding for local authorities to ease pressure on public transport as children return in September
First published. 8 August 2020

What parents and carers need to know about early years providers, schools and colleges during the coronavirus (COVID-19) outbreak

Information for parents and carers about going back to schools, nurseries and colleges in the autumn term.
Change made
We have added new information on school admissions. We have updated the information on travelling to and from nursery,
childminders, school and college, education, health and care (EHC) plans, wellbeing, online safety and assessment and exams.
Updated 21 August 2020

Wellbeing for education return grant: S31 grant determination letter

Additional funding for local authorities to support pupils’ and students’ wellbeing and psychosocial recovery as they return to full-time education in autumn 2020.
First published. 12 August 2020

Find, join or create a network for school business professionals

How business professionals working in schools can find, join or create a network of local school business professionals. This guide describes how business professionals working in schools can join or create a school business professional network. Networks help professionals to connect and share information. The school business professional networks directory includes groups that provide peer-to-peer support to help with a broad range of work-related activity, including buying for schools. You can find potential networks by regional schools commissioner (RSC) region. Inclusion in the directory does not constitute a recommendation by the Department for Education.

All levels of staff can benefit from being part of a network.

Details (Click on the arrow head to expand)

A network offers many opportunities, including:
• sharing experience and best practice between members and the wider schools sector
• creating an on-call community to resolve problems quickly, saving time and money
• getting better value for money through buying together
• sharing local benchmarking data
• linking to wider local, regional and national networks
• supporting innovation
• being a communication channel between school business professionals, professional bodies and the Department for Education (DfE)
• promoting local opportunities and providing peer support for members

Find out how a school business manager (SBM) established a peer-support network of 50 schools to share innovative strategies
Time updated, 14 August 2020

Multi-agency statutory guidance on female genital mutilation

Multi-agency guidelines on FGM for those with statutory duties to safeguard children and vulnerable adults. This guidance on female genital mutilation (FGM) is for all persons and bodies in England and Wales.
You must read and follow this guidance if you are under statutory duties to safeguard and promote the welfare of children and vulnerable adults.
You should read this FGM guidance along-side other safeguarding guidance, including (but not limited to):
Change made
Updated guidance published.
updated 30 July 2020

Providing apprenticeships during the coronavirus (COVID-19) outbreak

This document sets out guidance for apprentices, employers, training providers and assessment organisations in response to the impact of coronavirus (COVID-19).
Updated guidance to include the temporary flexibility to allow apprenticeship certificates to be sent to an alternative address and the end point assessment (EPA) flexibilities that are extended until the end of the year.
updated 30 July 2020

Providing apprenticeships during the coronavirus (COVID-19) outbreak

This document sets out guidance for apprentices, employers, training providers and assessment organisations in response to the impact of coronavirus (COVID-19).
Updated guidance to include the temporary flexibility to allow apprenticeship certificates to be sent to an alternative address and the end point assessment (EPA) flexibilities that are extended until the end of the year.
updated 30 July 2020

Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19

What has changed

The government has updated its guidance for people who are shielding taking into account that COVID-19 disease levels are substantially lower now than when shielding was first introduced.

People who are shielding remain vulnerable and should continue to take precautions but can now leave their home if they wish, as long as they are able to maintain strict social distancing. If you choose to spend time outdoors, this can be with members of your own household. If you live alone, you can spend time outdoors with one person from another household. Ideally, this should be the same person each time. If you do go out, you should take extra care to minimise contact with others by keeping 2 metres apart. This guidance will be kept under regular review...Read More

Schools Bulletin Foreword from Liz Mills November 2020

For the full bulletin see SCC page

Dear colleagues,

I want to start by thanking you again for the work you are doing every day on the frontline in education. You are making a huge difference to children’s lives in the most difficult of circumstances.

On 7 November 2020, the government announced that the following steps would be introduced to help ensure that the welfare of children and young people would be addressed in the light of Covid-19:
  • £170m Covid Winter Grant Scheme to support children, families and the most vulnerable over winter
  • Holiday Activities and Food programme to be expanded, covering Easter, Summer and Christmas in 2021
  • Healthy Start payments set to rise from £3.10 to £4.25 a week from April 2021

  • The Government has also pledged additional funding of £16m for food distribution charities, with conversations with Fare Share and others about how this is allocated.

    We welcome this announcement and will be working closely with our school partners to determine how best to operate the scheme to best effect.

    In response to feedback from school leaders, Surrey County Council Public Health and School Relationships & Support Service colleagues are offering Daily Covid Clinics to provide consultation to assist school leaders in their decision making when making a change to delivery of learning to cohorts, whole school, network or group of schools due to COVID-19 coronavirus (for example: moving to a rota system, year group(s) closure, school closure). It is an opportunity to work together to explore and reflect on the current and changing context of your school and to jointly consider the Contain Framework options and/or any available alternatives together to support a response and assist school leaders to articulate a rationale for communication to their school community. More information and a consultation can be arranged via the Area Schools Officer Team or email school.relationships@surreycc.gov.uk

    Best wishes and stay safe,


    Current Consultations

    Recent Consultations Outcomes

    Home education: call for evidence and revised DfE guidance

    This consultation has concluded
    Download the full outcomeElective home education: call for evidence 2018 response
    PDF, 555KB, 43 pages

    Exceptional arrangements for exam grading and assessment in 2020

    Consultation on grading specified general qualifications in 2020: GCSEs, AS, A levels, Extended Project Qualifications and Advanced Extension Award.

    Keeping children safe in education: proposed revisions

    This consultation has concluded
    Download the full outcome Keeping children safe in education: consultation response
    Ref: DFE-00154-2018
    PDF, 349KB, 44 pages