10.09.2021- SEND Capital Programme

Annex 1 SEND Capital Programme Current Approved Projects 10092021

Letter to All Surrey Headteachers SEND Capital Programme Sept 2021 update FINAL

Dear Colleagues,

We hope you are well and have had a great start to the new academic year.

Attached is updated information about Surrey’s SEND Capital Programme. Please note, there is no action required at present and do feel free to distribute to your senior leadership teams.

This update report details progress, planned next steps and key dates for your information.

If you have any queries about the SEND Capital Programme then please contact Emilie.WilliamsJones@surreycc.gov.uk

Kind regards

Jane Winterbone

SCC dedicated webpage – Covid-19 Information for School Leaders: https://www.surreycc.gov.uk/people-and-community/emergency-planning-and-community-safety/coronavirus/school-leaders

For the Attention of the CEO, Headteacher, DSLs & Chairs of Governor - Surrey County Council Template Safeguarding Child Protection Policy 2020

It has been brought to the attention of the Education Safeguarding Team that the Surrey County Council Template Safeguarding Child Protection Policy 2020 circulated to schools via the Education Safeguarding Team Update mailing list has not reached everyone...Read More

Surrey County Council Template Safeguarding Child Protection Policy 2020

Schools White Paper delivers real action to level up education

Page summary:
Schools White Paper, Opportunity for All, sets out plans to make sure every child can reach the full height of their potential.
First published., 28 March 2022

Ambitious reform for children and young people with SEND

Green paper will consult on a stronger national system for children with special educational needs and disabilities (SEND), boosting parent confidence.
First published.
12:15am, 29 March 2022

Schools with Governor or trustee Vacancies

In this section we offer opportunities for those interested in taking up school Governance and for existing governors and trustees either looking for a change or with the capacity to take on a second school position.

The core responsibilities of Governance are
1. Ensuring clarity of vision, ethos and strategic direction;
2. Holding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff; and
3. Overseeing the financial performance of the school and making sure its money is well spent.

Please respond to advertisers directly if you encounter any difficulty please contact admin@surreygovernance.org.uk

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Following - Surrey Resilience and Sustainability Conference 22nd September

This information could be vital for Governance and Leadership so please see Conference Folders below

The presentations from the Resilience and sustainability conference at Sandown of interest to all in Governance

Ofsted presentation Resilience and sustainability conference 22.09.21.pdf

Resilience and Sustainability Conference 22 Sept Presentations.pptx

Meetings/Conference Programme outline for 22nd September 2021 Resilience and Sustainability.pdf

SGA Bulletin Autumn 2021

Click here to read the PDF

School buildings: construction framework 2021

Information on the framework used to procure school and public building construction works.
First published.
30 November 2021

Free period product scheme for schools and colleges extended

Free period products will continue to be available for schools to distribute to their pupils in England
First published. 26 November 2021

Early years funding benchmarking tool

Information on indicators of local authority (LA) early education services, and ways to compare an individual LA to other LAs.
Change made:
Routine annual update to the ‘Early years funding benchmarking tool’, ‘Early years funding proforma’ and ‘Early years benchmarking: technical note and user guide’.
25 November 2021

Statistics: education and training

Statistics on education and training in the UK, including schools, post compulsory education, qualifications and education expenditure.

Change made:
Added ‘Education and training statistics for the UK: 2021’.
25 November 2021

Evaluation of the 2017 National Professional Qualifications

Evaluation assessing the effectiveness of the 2017 National Professional Qualifications (NPQs).
First published. 25 November 2021

Parent Governors Invited to Join County Council Education Select Committee

Surrey County Council’s Children, Families, Lifelong Learning and Culture Select Committee, in accordance with regulation, is seeking a parent governor to join its membership.

The Committee is responsible for scrutinising Council services including education, children’s social care, safeguarding, SEND support, adult learning and apprenticeships, arts, libraries and heritage.

The successfully elected applicant will join thirteen County Councillors and three other co-optees, including one other parent governor representative, on the Committee for up to four years. The Council will reimburse travel expenses incurred by parent governor representatives.

“This exciting leadership role presents an opportunity for a parent governor to help drive improvements in the county’s education system by holding the Council and its Cabinet to account while representing the needs and views of all Surrey parents in a non-political manner.

At Surrey County Council, we are committed to improving and increasing equality, diversity and inclusion; and I encourage applications from parent governors from all backgrounds.” - Councillor Liz Bowes, Chairman of the Select Committee

If you would like any further information about the role or the work of the Committee, please contact Benjamin Awkal at Surrey County Council (benjamin.awkal@surreycc.gov.uk; 07816 091463).

If you would like to apply, please do so by sending a brief personal statement outlining your suitability for the role to Benjamin Awkal at benjamin.awkal@surreycc.gov.uk by Monday, 28th February 2022, after which an election will be held to determine who will be appointed to the position.


To stand for election to the vacancy, you must be a parent governor at a school which is maintained by Surrey County Council and be the parent of a child who is educated at a school maintained by Surrey County Council or who is educated by the Council otherwise than at a school.

Parent governors from diverse backgrounds are encouraged to apply.

You are unable to stand for election to the vacancy if you are:
- a member of a local authority;
- an employee (including teacher) of a school maintained by Surrey County Council;
- an employee of Surrey County Council; or
- a parent governor representative on another local authority education overview and scrutiny committee.

Mental Health Awareness Week, 9-15 May 2022

Mental Health Awareness Week is an annual event when there is an opportunity for the whole of the UK to focus on achieving good mental health. The theme for 2022 is ‘Loneliness’.

Loneliness is affecting an increasing number of us in the UK and has had a huge impact on our physical and mental health during the pandemic. Our connection to other people and our community, sense of belonging and love (Maslow), is fundamental to protecting our mental health, wellbeing, sense of inclusion and achievement; we need to find better ways of tackling the epidemic of loneliness. We can all play a part in this.

So, in May 2022, we will be raising awareness of the impact of loneliness on our mental wellbeing and the practical steps we can take to address it.

Reducing loneliness helps to develop your Surrey Healthy Schools approach, and is a major step towards a mentally healthy society.

To download your schools pack click the link: Loneliness – Finding our connections to feel less lonely School Pack | Mental Health Foundation.

Regulating academic and technical qualifications at level 3

Proposed regulatory approach for alternative academic and alternative technical qualifications at level 3 in England First published. 24 February 2022

Higher education policy statement and reform

We’re seeking views on proposals to improve outcomes, access and value for money of investment in higher education by students and taxpayers. First published.24 February 2022

Lifelong loan entitlement

Seeking views on a lifelong loan entitlement for use on modular or full-time study at higher technical and degree levels, in higher and further education providers. First published. 24 February 2022

School Direct: guidance for schools

How to request and manage school-led initial teacher training (ITT) places for School Direct. Change made: Changed contact details for ‘Applying to become a lead school’ to reflect the decommissioning of the database of trainee teachers and providers (DTTP) in March 2022.

Initial teacher training (ITT): criteria and supporting advice

Mandatory guidance on the criteria that organisations must meet to provide initial teacher training (ITT) until 31 August 2024.
Change made:
Updated to reflect that this current guidance applies to accredited providers delivering ITT courses until 31 August 2024. After this date, new published ITT criteria and quality requirements will be in place. 1 December 2021

Celebrities get back to the ‘Rhythm of Life’ in new film supporting COVID-19 vaccination programme

Celebrities, including David Walliams, Jim Broadbent, Russel Tovey, Nicola Roberts and Asa Butterfield, come together to encourage people to get COVID-19 vaccines.
First published.
3 July 2021

Watch the film Here

Thousands more young people to benefit from Opportunity Areas

Fifth year of Opportunity Area announced, backed by £18 million to build back better for children and young people in disadvantaged regions

Thousands more young people in some of the most disadvantaged regions of England will benefit from a fifth year of investment in the flagship Opportunity Areas programme as part of the government’s commitment to levelling up.

Since 2016, the programme has invested £90 million on improving school standards, attendance, teaching quality and recruitment, careers training and advice, literacy and maths skills, alongside tackling barriers to learning that exist beyond the school gates.

An additional £18 million will now be invested in 12 Opportunity Areas across the country, which include Blackpool, Derby and Oldham. Each area will be ‘twinned’ with previous areas who have faced similar challenges so they can benefit from their expertise and collaborate more closely on the issues facing children and young people
... Read More

SGA AGM Annual May 2022

Click here for PDF

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.

Message from the DfE regarding Early Years Foundation Stage Profile Assessment period

As the 2022 Early Years Foundation Stage Profile (EYFSP) assessment period approaches we want to provide teachers and school and MAT leaders with important information and useful links to everything you need to know about completing the EYFSP this year. This includes:
  • The purpose of the EYFSP
  • Guidance on administering the EYFSP
  • An update on the use of EYFSP data
  • Dispelling EYFSP and reception year myths

  • The purpose of the EYFSP

    The main purpose of the EYFSP is to support a successful transition to Key Stage 1 (KS1) by informing the professional dialogue between EYFS and year 1 teachers.

    Practitioners are expected to use their professional judgement to make these assessments, based on their knowledge and understanding of what the child knows, understands, and can do.

    This should inform year 1 teachers about each child’s stage of development and learning needs and help them to plan the year 1 curriculum to meet the needs of all children. The EYFS profile is also used to inform parents about their child’s development.

    Changes to the EYFSP have not impacted the Reception Baseline Assessment (RBA), which is a distinct assessment that serves a different purpose. You can get more information on the RBA here.

    Guidance on administering the EYFSP

    We want to take this opportunity to bring your attention to relevant guidance and support that will be helpful to reception teachers and leaders ahead of completing the EYFSP this year.

    1. In March, we published exemplification materials designed to help schools understand and use the new early learning goals (ELGs) and profile assessment under the 2021 EYFS framework. The videos show how practitioners can draw on their knowledge of each child and their own expert professional judgement to make an accurate summative assessment at the end of the year and include a combination of children who have met and not met the expected levels of development across the ELGs.

    2. To provide further support we have provided a short supporting information note which provides context for the videos and EYFSP assessment. We encourage reception teachers and leaders to use the exemplification materials in conjunction with this context note.

    3. A vodcast for schools, multi-academy trusts and local authorities was also published, which explains the changes to the EYFSP and what is different this year.

    4. We recommend that you take the time to look at the EYFSP handbook which sets out the statutory requirements for the EYFSP assessment in the 2021/22 academic year. The handbook also includes all the information you will need to submit your data to the local authority and by when.

    Please use these resources and this information to ensure you are confident and well informed ahead of the assessment period.

    An update on the use of EYFSP data

    EYFSP data will continue to be published at national and local authority level via a statistical release to give an overall picture of child development. Pupil level EYFSP data will also continue to be made available within the Get Information About Pupil service (formally Key to Success).

    However, following the reforms to the Early Years Foundation Stage (EYFS) and changes to the administration and moderation of EYFSP data, DfE has taken the decision that the EYFSP will no longer be included in Analyse School Performance (ASP). Ofsted have similarly decided to remove the EYFSP from its Inspection Data Summary Report (IDSR). Further information on ASP and IDSR can be found here.

    Following stakeholder engagement, we understand that the inclusion of the EYFSP in ASP has been contributing to its use as an accountability measure, for which it was not designed. As EYFSP data is no longer externally moderated by local authorities, we are taking the reforms as an opportunity to reset how the data is used.

    Individual schools and academies, governors and LAs will still have access to their EYFSP data, so this information can continue to be used to support children’s transition to year 1 and plan appropriate interventions. However, we want to discourage the use of this data by LAs, school leadership and MATs for comparing individual schools or as a means for holding teachers or schools to account on their data.

    Dispelling EYFSP and reception year myths

    We also wanted to take this opportunity to share a myth busting page for reception teacher and school and trust leader that aims to dispel some of the common misconceptions we continue to hear about the requirements of the EYFSP. These pages cover some of the most frequent myths we hear from the sector and gives clarity on what is required from teachers and leaders.

    Please see Myth Busting for EYFS Profile (EYFSP) and Reception year.

    Statistics: further education and skills

    Statistics on participation and learner outcomes in the further education and skills sector, including apprenticeships, reported for January 2014 to present.

    Change made:
    Added ‘Apprenticeship and traineeships: November 2021’ and ‘Further education and skills: November 2021’.
    25 November 2021

    Experiences of relationships and sex education (RSE)

    Evidence from the Longitudinal Study of Young People in England 2 (LSYPE2) on young people’s views on RSE, and patterns of sexual risk-taking.
    First published. 25 November 2021

    Education and training statistics for the UK: 2021

    Data on schools, attainment, qualifications gained, education expenditure, further education and higher education in the UK.
    First published. 25 November 2021

    Co-ordinated admissions 2022: series 18 files

    Files for the electronic transfer of 2022 co-ordinated admissions data, primarily for use by software suppliers.
    First published. 25 November 2021

    Department for Education modern slavery statement: 2020 to 2021

    Department for Education (DfE) statement on modern slavery for the 2020 to 2021 reporting period.
    First published. 25 November 2021

    Subject knowledge enhancement (SKE): course directory

    An overview and directory of subject knowledge enhancement courses for lead schools and initial teacher training (ITT) providers. Updated the sections on: biology, chemistry, English, mathematics and physics.
    25 November 2021

    Local authority interactive tool (LAIT):

    An interactive spreadsheet for comparing data about children and young people across all local authorities in England.

    Change made:
    Added updated versions of ‘Local authority interactive tool’ and ‘Local authority interactive tool: version log’.

    25 November 2021

    Senior mental health lead training

    Find out how to apply for a grant and access DfE quality assured training to help develop a whole school or college approach to mental health and wellbeing.

    Change made:
    Added information about how successful applicants need to provide evidence of booking DfE quality assured training to receive the grant funding.
    23 November 2021

    Looking after your mental wellbeing

    The government has advised that those shielding can now spend time outdoors if they wish to do so. Despite these measures, however, continued social isolation, reduction in physical activity, and changes in routine can all contribute to increased stress. Many people, including those without existing mental health needs, may feel anxious. Reasons for increased anxiety may include potential effects on support with daily living, ongoing care arrangements with health providers, support with medication and changes in daily routines. It is important that you take care of your mind as well as your body and that you get further support if you need it.

    Follow the advice that works for you in the guidance on how to look after your mental health and wellbeing during COVID-19. At times like these, it can be easy to fall into unhealthy patterns of behaviour which in turn can make you feel worse. Constantly watching the news can make you feel more worried. If you think it is affecting you, try to limit the time you spend watching, reading or listening to media coverage of the outbreak. It may help to only check the news at set times or limit this to a couple of times a day. Try to focus on the things you can control, such as where you get information from and actions you can take to help you feel prepared. The Every Mind Matters page on anxiety and NHS mental wellbeing audio guides provide further information on how to manage anxiety.

    If you’re still struggling after several weeks and it’s affecting your daily life, contact NHS 111 online. If you have no internet access, you should call NHS 111.

    If you are receiving services for your mental health, learning disability or autism and are worried about the impact of isolation, contact your key worker, care coordinator or provider to review your care plan. If you have additional needs, contact your key worker or care coordinator to develop a safety or crisis plan.

    Staying mentally and physically active

    There are simple things you can do that may help you to stay mentally and physically active during this time such as:
    • you can find free 10 minute workouts from PHE or other exercise videos to try at home on the NHS Fitness Studio
    • spend time doing things you enjoy such as reading, cooking, other indoor hobbies or listening to favourite radio programmes or watching TV
    • try to eat healthy, well-balanced meals, drink enough water, exercise regularly, and try to avoid smoking, alcohol and drugs

    The Church School Governance Training Programme (CSGTP)

    Good Afternoon,

    I would like to introduce you to an online Governor Training Programme specifically aimed at Church Schools and with significant discounts available for groups of governors from the same Diocese. We would be very grateful if you could pass this on to those responsible for governor training within your Diocese.

    The Hope Church School Governance Online Training Programme (CSGTP) is aimed at Governors and Trustees (Directors) in both church schools and schools with a distinctively Christian ethos, providing support for Governors and Trustees (Directors) committed to improving provision and outcomes for children and young people... Read More

    CPD Registration Form CSGTP Online 2018/19

    CSGTP_A4_Leaflet_09/10/19 pdf

    Course notes on cpd training pages as per last forward

    From the Diocese of Guildford

    Latest Education Team Mewsletter

    Director’s Letter – ‘Leading Flourishing School Communities’

    Are you an Inclusive school or are you just missing out.

    That there are very many hard working and dedi- cated people in Surrey education is not in doubt and the results overall would tend to reflect that these achievements have been gained in a system which has been very stable for the last 14 or more years but systems become dated and time, tech- nology, economy and society has moved on. Read more on page 12

    To Read more

    Interested in Governance?

    We are always looking for new governors to swell our ranks and perform some important functions in the Surrey education system currently a new developing Schools -Led System.

    Governors are in the main a unique unit in the education army, unlike all the other units of education’s delivery, they are not chasing a career nor relying on a salary, they are not in governance for a pension or promotion or a bigger house they are simply there to ensure a better future for our next generations; by ensuring today’s society get the best value out of the current generation’s investment.

    Uncluttered by personal ambition, governors are able to monitor the desired progress in education to ensure each and every one of our children gets the best education possible. They bring their experience, their knowledge and their reputation from every walk of life, into persuing the very best of education for all children from 0-25. So the next generation will be able to build and enjoy a better society they are proud to pass on to all in the future.

    While specific governor vacancies are advertised in the schools section if you are interested in general please contact admin at SGA admin@sureygovernnce.org.uk . Alternatively you can contact SGOSS www.moderngovernor.com or a local school or council of your choice.