London East Governor and School Support Services

PE and sport premium for primary schools

Posted: October 30th, 2017 | Author: | Filed under: Uncategorized | No Comments »

Update 24 October 2017

Maintained Primary schools receive PE and sport premium funding based on the number of pupils in years 1 to 6. Schools with 17 or more eligible pupils receive £16,000 and an additional payment of £10 per pupil.


Schools must use the funding to make additional and sustainable improvements to the quality of PE and sport you offer.


This means that you should use the premium to:

  • develop or add to the PE and sport activities that your school already offers
  • build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years


There are 5 key indicators that schools should expect to see improvement across:

  • the engagement of all pupils in regular physical activity – the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school
  • the profile of PE and sport is raised across the school as a tool for whole-school improvement
  • increased confidence, knowledge and skills of all staff in teaching PE and sport
  • broader experience of a range of sports and activities offered to all pupils
  • increased participation in competitive sport


For example, you can use your funding to:

  • provide staff with professional development, mentoring, training and resources to help them teach PE and sport more effectively
  • hire qualified sports coaches to work with teachers to enhance or extend current opportunities
  • introduce new sports, dance or other activities to encourage more pupils to take up sport and physical activities
  • support and involve the least active children by providing targeted activities, and running or extending school sports and holiday clubs
  • enter or run more sport competitions
  • partner with other schools to run sports activities and clubs
  • increase pupils’ participation in the School Games
  • encourage pupils to take on leadership or volunteer roles that support sport and physical activity within the school
  • provide additional swimming provision targeted to pupils not able to meet the swimming requirements of the national curriculum
  • embed physical activity into the school day through active travel to and from school, active playgrounds and active teaching



You should not use your funding to:

  • employ coaches or specialist teachers to cover planning preparation and assessment (PPA) arrangements – these should come out of your core staffing budgets
  • teach the minimum requirements of the national curriculum – including those specified for swimming (or, in the case of academies and free schools, to teach your existing PE curriculum)

Online reporting


You must publish details of how you spend your PE and sport premium funding. This must include:

  • the amount of premium received
  • a full breakdown of how it has been spent (or will be spent)
  • the impact the school has seen on pupils’ PE and sport participation and attainment
  • how the improvements will be sustainable in the future


For the 2017 to 2018 academic year, there is a new condition requiring schools to publish how many pupils within their year 6 cohort are meeting the national curriculum requirement to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively and perform safe self-rescue in different water-based situations.


This condition has been added in response to recommendations from the Swim Group, who reviewed curriculum swimming and water safety in primary schools. You can get advice and resources to help deliver swimming lessons successfully in primary schools.


To help you plan, monitor and report on the impact of your spending, it’s recommended that you download a template to record your activity. The Department has commissioned partners in the physical education and school sport sector to develop a template, which is available at:

  • The Association for PE
  • Youth Sport Trust


Accountability reviews


Accountability reviews will be carried out after the April deadline for schools to have published details on their websites of how they have spent their premium funding. We will sample a number of schools in each local authority, with the schools chosen based on a mix of random selection and prior non-compliance with the online reporting requirements.


Further advice


You can get further advice, including best practice examples of how schools are using their premium effectively, on the teacher blog.


Visit Sports Coach UK’s ‘coaching in primary schools toolkit’ for advice on employing sports coaches for your school.


Watch short films on the Sport England website for more advice on using the PE and sport premium effectively. Sport England produced these films in collaboration with the Association for Physical Education, the Youth Sport Trust, the County Sports Partnership Network, Sports Coach UK and Compass.


Find advice from Public Health England on what works in schools and colleges to increase levels of physical activity among children and young people.


You can also contact your local county sports partnership (CSP) for support with spending your PE and sport premium.

Maintained school governing bodies – update

Posted: August 31st, 2017 | Author: | Filed under: Uncategorized | No Comments »

On 29 August 2017 DfE issued Statutory guidance setting out the arrangements for the constitution of governing bodies of all local-authority-maintained schools was updated additional material on the Governance Database and new guidance on the power to remove elected and staff governors



School teachers’ pay and conditions

Posted: August 16th, 2017 | Author: | Filed under: Uncategorized | No Comments »

Statutory guidance on pay and conditions for teachers in England 2017 and 2016 published 10 August 2017 for teachers pay from 1 September


Link to document


The main changes to the Document and accompanying guidance since 2016 make provision for the September 2017 pay award:

In line with the recommendations in the STRB’s 27th Report, from 1 September 2017:

  1. a 2% uplift has been applied to the statutory minimum and maximum of the main pay range;
  2. a 1% uplift has been applied to the minima and maxima of all other pay ranges in the national framework (including headteacher groups) and all allowances across all pay ranges;


Except for teachers and leaders on the minima of their respective ranges or group ranges, schools must determine – in accordance with their own pay policy – how to take account of the uplift to the national framework in making individual pay progression decisions


“Statutory guidance sets out what schools and local authorities must do to comply with the law. You should follow the guidance unless you have a very good reason not to”

School exclusion

Posted: July 22nd, 2017 | Author: | Filed under: Uncategorized | No Comments »

Updated for use from 1 September 2017 covering the exclusion review process and includes non-statutory annexes for headteachers and parents. The changes are factual and aim to provide clarity. They do not change the rights of, or requirements on, schools, children or parents.


School leaders and governing boards

Posted: June 25th, 2017 | Author: | Filed under: Uncategorized | No Comments »

What governing boards should expect from school leaders and what school leaders should expect from governing boards has been updated for 2017.


The NGA with the Association of School and College Leaders (ASCL), the National Association of Head Teachers (NAHT) and the Local Government Association (LGA) to produce a new edition of this guidance document published on 24 June 2017


Effective working between those leading and those governing schools is vital to improving education for children and young people. This joint guidance aims to improve the effectiveness of governance by developing effective, mutually supportive and respectful working practices.


Among the expectations this document makes clear are that while governors must have the confidence to have courageous conversations, in turn, school leaders must be willing to be challenged. And while governors must be knowledgeable about the school, including its pupils, staff and community, in turn, school leaders must provide information to them in the appropriate way.


This guidance is available to both NGA members and non-members. Download as a pdf – link

Removal of Elected Governors

Posted: May 2nd, 2017 | Author: | Filed under: Uncategorized | No Comments »

The School Governance (Constitution and Federations) (England) (Amendment) Regulations 2017 (link) changes to the constitutional arrangements of maintained school governing bodies, including federated governing bodies.


From 1 September 2017, maintained school governing bodies have the power to remove elected parent and staff governors in the same way as they can remove co-opted governors and from 1 May 2017, any person who has held office as an elected parent or staff governor and removed from the governing body during their term of office, will be disqualified from serving or continuing to serve as a school governor for five years from the date of their removal.

Clerking advice

Posted: April 24th, 2017 | Author: | Filed under: Uncategorized | No Comments »

The ‘Competency framework for clerking’ published on 21 April 2017 sets out the knowledge, skills and behaviours required to provide professional clerking to school and academy governing boards. This has been produced by David Carter (National Schools Commissioner) to complete the trio of 2017 resources setting expectations for the role and function of governance in schools. It may be used by governing bodies to

  • understand the role of professional clerking and how it can improve the quality of governance in an organisation
  • help with recruiting a clerk
  • set their clerk’s objectives and inform their performance appraisal process
  • identify where improvement may be required in the services they receive from their clerk.

Exclusion guidance 2017 – consultation

Posted: March 19th, 2017 | Author: | Filed under: Uncategorized | No Comments »

DfE are seeking views on revisions they are proposing to make to the statutory guidance on the exclusion of pupils. (link to consultation and draft documents) They have made changes in a small number of areas to make the rules that apply to exclusions and the process of review clearer. Responses needed by 25 April


The changes are intended to provide greater clarity to head teachers, independent review panels and governing bodies on their responsibilities when considering exclusion decisions.

DfE have also added two non-statutory annexes to the document, one for headteachers and the other for parents, to help them understand the exclusion process.


The revised guidance will come into effect on 1 September 2017 and will be published in summer 2017 “to give time to those involved in the exclusion process to familiarise themselves with the clarifications”


Staffing and workload advice

Posted: February 27th, 2017 | Author: | Filed under: Uncategorized | No Comments »

A number of updates and information on staffing from the DfE were published on 24 February including

  • Staffing and employment advice for schools -new non-statutory guidance replacing statutory Guidance on Managing Staff Employment in Schools. The School Staffing (England) Regulations 2009 as amended remain in force and schools should be aware of the responsibilities placed upon them to comply with applicable legislation within the regulations
    Link here
  • Flexible working in school -produced to help teachers who are considering working flexibly and to help schools and employers considering how best to encourage, support and enable flexible working requests
    link here


  • Reducing teacher workload – including recommendations from three working groups, joint DfE/union guidance and a commitment to giving schools a minimum lead-in time for significant changes to policy in accountability, curriculum and qualifications
    Link here


Governance Handbook and competency framework

Posted: January 13th, 2017 | Author: | Filed under: Uncategorized | No Comments »

A new ‘Competency framework for governance’ has been published by DfE with the updated ‘Governance handbook’ – now structured around the 6 main features of effective governance.

The ‘Governance handbook’ explains:

  • school governors’ roles and functions
  • their legal duties
  • where they can find support


The ‘Competency framework for governance’ sets out the knowledge and skills that school and academy governing boards need to be effective.


In schools maintained by local authorities, these guides apply to governors, headteachers, clerks and others involved in their governance

Link to documents


What has changed in this edition of the Governance Handbook ? (as summarised in the document)

  • the Governance handbook now contains a summary description of the six key features of effective governance (Section 1) This provides the (new) structure for the six sections that follow and also for the department’s new Competency framework for governance.
  • The most significant changes to the content within other sections include:
  • Section 2: Strategic Leadership
  • A new section bringing together material about the board’s role as the key decision-maker (2.3)
  • Section 3: Accountability
  • A stronger emphasis on ensuring financial propriety (3.4.)
  • Section 4: People
  • Updated text to reflect the new requirement that all those involved in governance in maintained schools, as well as in academy trusts, must have a Disclosure and Barring Service (DBS) check (4.1.2)
  • New advice on conducting informed elections (4.1.4.)
  • New sections bringing together material on the important role of the chair and the clerk (4.3, 4.4.)
  • A new explanation of the risks associated with close family relationships between those involved in governance or between them and senior employees.(4.8)
  • Details of the duty on boards to provide information about individuals involved in governance via Edubase at (4.8)
  • Section 5: Structures
  • Clarification that all boards are required to publish a scheme of delegation to explain their governance arrangements, together with new guidance on what makes an effective scheme of delegation (5.6)
  • Section 6: Compliance
  • New advice on handling allegations of abuse made against other children ( 6.7.1)
  • Confirmation that an individual on the board should take leadership responsibility for the organisation’s safeguarding arrangements, which include its Prevent duty (6.7)
  • Section 7: Evaluation 
  • Updated content on schools causing concern and on coasting schools (7.4)

Some points to note from the Competency Framework for Governance

  • The document has been introduced by Sir David Carter (National Schools Commissioner for England) but the sources of the advice or any evidence for its effectiveness has not been included
  • It sets out to define more clearly the knowledge, skills and behaviours needed for governance to play its full part in the government’s vision for education.
  • The framework is non-statutory guidance and sets out the competencies needed for effective governance and should be read alongside the Governance Handbook
  • The framework begins with the principles and personal attributes which, alongside the commitment of time and energy to the role, underpin effective governance.
  • Following on from this, the knowledge, skills and effective behaviours required for effective governance are organised into those which are essential for everyone on the board; those which are required of the chair and those which at least someone on the board should have. (there are over 130 items required of all governors with a further sixty needed by the chair)
  • It is for governing bodies, training providers and “others with an interest in the governance of schools”
  • The framework is made up of 16 competencies grouped under the headings of six features of effective governance (and the three core functions)
  • The principles and personal attributes that individuals bring to the board are regarded as important as their skills and knowledge
  • Duties should be carried out in line with the seven principles of public life (the Nolan principles) and take into account responsibilities under equality legislation, recognising and encouraging diversity and inclusion.
  • In addition, all those involved in governance should be Committed, Confident, Curious Challenging, Collaborative, Critical and Creative


Note these are separate from the Ofsted Guidance on Improving Governance published in December