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How to use school performance tables to see how a school is performing at key stage 4 compared to a school with a similar intake of pupils.
Information on how responsible bodies could nominate a school in early 2022.
Advice for dioceses about how to apply for an order under section 554 of the Education Act 1996.
Materials to help school leaders and staff support teachers in the early stages of their career, to help reduce workload.
This guide is for employers who are interested in hosting T Level industry placements.
Information about how the Teaching Excellence and Student Outcomes Framework (TEF) functions.
What to include in your school, academy or trust’s contract with a supplier, and how to work with them through the process.
The Future Leaders programme develops senior leaders to become headteachers in challenging schools.
Criteria that all qualifications need to meet to be approved for funding.
Guidance and resources for financial management systems (FMS) software suppliers working with academy trusts to automate their financial returns.
Explains how alternative student finance will work in England when it is introduced.
Quality assuring new and existing analysis and assessing the strength of quality assurance (QA) processes across an organisation.
Baseline designs for a 420 place primary school with 26 place nursery.
Guidance on child protection cases and care orders where the child has links to a foreign country.
Statutory guidance for local authorities on children who lose their looked-after status when remanded or sentenced to custody.
Specification on the scope and business rationale of the children’s social work workforce census for 2024 to 2025.
Information outlining good practice in college corporation financial management and assurance
Guidance for FE ITE providers about bursary funding for the 2024 to 2025 academic year.
GCE AS and A level subject content for art and design for teaching in schools from 2015.
Subject content, aims and learning objectives for GCSE electronics for teaching from 2017.
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