Briefing note on the Schools White Paper 2022, Opportunity for all: strong schools with great teachers for your child.
Briefing note on the Schools White Paper 2022, Opportunity for all: strong schools with great teachers for your child.
In this paper, we explore the potential cost pressures affecting Trusts across the next three years, when set against likely funding increases, and seek to identify the pinch points.
Information is correct as of March 2022.
Public policy making, especially in modern times, places a premium on consultation and engagement with the sector or profession or area of the public and private realm which the government department is charged with overseeing. This is both for theoretical reasons – because much of what government does is effectively done by consent and there is prima facie need for some element of collaborative discussion – and also because on a practical basis, much of the information which government requires in order to conduct policymaking is held by the wider environment. Governments need to understand what the scale is of the issue they are addressing; the impact of what they are proposing to do or stop doing; and to hear views as to the achievability and feasibility of proposals.
Thoughts on the future of the education system in England from our chief executive, Leora Cruddas CBE.
This position paper sets out a number of proposals to help build a a strengthened system of SEND that is built on a social and affirmative model of disability for children with SEND and builds parental confidence.
We are at an exciting point in the history of education in England where, with care and attention, we could become the best system at getting better. If this is to become a reality, we must ask difficult questions, interrogate the evidence, commission more research and put the mission to advance education for public benefit at the heart of all that we do. We offer this narrative discussion paper, summarised in this policy card, for discussion and debate.
This summary provides an overview of CST's proposals on intelligent regulation for school trusts.
This summary outlines a potential new role for local authorities. We believe there is a fundamentally important and legitimate role for local government in education, but it is not synonymous with being a provider. We think there may be merit in thinking about the role of local authorities as protector, convenor, and supporter.
If we are going to build a school system in which schools are part of a group in a single governance and accountability structure, we need to be explicit and eloquent about what constitutes a strong trust. We offer this narrative paper for discussion and debate.
This guidance has been withdrawn due to operational, funding, and policy changes since publication.