Unlocking Talent, Fulfilling Potential

The national plan for dealing with social mobility through education.

The plan – Unlocking Talent, Fulfilling Potential – sets out how we will remove obstacles that could stop people from achieving their potential.

We have 5 core ambitions: 4 which span across each life phase – the early years, school, post-16 education, and careers – and a fifth overarching ambition focussing on delivering better educational and career outcomes more evenly across the whole country.

We want to deliver this plan working together with all partners across education, business, civil society and beyond.

School attendance: Guidance for maintained schools, academies, independent schools and local authorities

This is guidance from the Department for Education. This guidance is non-statutory, and has been produced to help schools and local authorities maintain high levels of school attendance and plan the school day and year. It would be helpful to read this alongside the statutory guidance on parental measures for school attendance and behaviour.

Keeping children safe in education. Statutory guidance for schools and colleges

This is statutory guidance from the Department for Education (the department) issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014, and the Non-Maintained Special Schools (England) Regulations 2015. Schools and colleges in England must have regard to it when carrying out their duties to safeguard and promote the welfare of children. For the purposes of this guidance children includes everyone under the age of 18.

Exclusion from maintained schools, academies and pupil referral units in England. Statutory guidance for those with legal responsibilities in relation to exclusion

This document from the Department for Education provides a guide to the legislation that governs the exclusion of pupils from maintained schools, pupil referral units (PRUs), academy schools (including free schools, studio schools and university technology colleges) and alternative provision academies (including alternative provision free schools) in England.

The ‘guide to the law’ sections in this guidance should not be used as a substitute for legislation and legal advice.

  • The document also provides statutory guidance to which head teachers, governing boards, local authorities, academy trusts, independent review panel members and special educational needs (SEN) experts must have regard when carrying out their functions in relation to exclusions. Clerks to independent review panels must also be trained to know and understand this guidance.
  • The phrase ‘must have regard’, when used in this context, does not mean that the sections of statutory guidance have to be followed in every detail, but that they should be followed unless there is a good reason not to in a particular case.
  • Where relevant, this document refers to other guidance in areas such as behaviour, SEN, and equality, but it is not intended to provide detailed guidance on these issues.
  • This document replaces the version published in 2012 for schools in England.

National Implementation Adviser for Care Leavers’ First Year Report

RESEARCH REPORT

Author: Mark Riddell, Department of Education UK

Year: 2018

Report Summary: 

This report is based on Mark Riddell’s visits to local authorities in his role as the national implementation adviser for care leavers following the passage of the Children and Social Work Act 2017. It celebrates his findings of what is working well and identifies good practice relating to provision for care leavers that all local authorities will find useful. The report also identifies some key challenges that local authorities will need to address in order to provide consistently high quality services for care leavers that fully reflect the corporate parenting principles they should be embedding across services for care leavers.