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Guidance for independent schools to help them with the 2025 school-level annual school census (SLASC).
How local authorities should submit data for the annual school capacity survey (SCAP).
Best practice guidance for governing bodies of maintained schools, local authorities and academy trusts.
Guidance explaining what facility time is and the Department for Education's expectations for schools managing facility time.
How to apply to open a university technical college (UTC).
How local authorities should collect and submit data for the annual attendance measures census.
Advice on what schools converting to academy status need to do to make sure they can keep using their school's land after converting.
The Department for Education's approach to supporting and regulating academy trusts.
How to host educational access visits safely and within the terms of your Higher Level Stewardship agreement.
Technical specification and validation rules for local authorities completing returns for the 2025 and 2026 special educational needs person level surveys (SEN2).
Model document to transfer contracts and staff from a school to an academy trust as part of the academy conversion process.
Superblock baseline designs for a 1,200 place 11 to 16 secondary school with a typical curriculum.
How school leaders can get support from other schools in their locality to improve a specific area of teaching or leadership.
Baseline designs for a 630 place primary school.
Guidance for responsible bodies and education settings with confirmed reinforced autoclaved aerated concrete (RAAC) in their buildings.
Identify and understand the core competencies of being a school business manager.
How local authorities should collect phonics screening check data from all local-authority-maintained schools, academies and free schools.
Guidance for partnerships seeking to establish a new alternative provision (AP) free school.
Baseline design for a 105 place primary school with a 26 place nursery.
Ready reckoners to calculate progress scores for pupils and schools, and key stage 2 transition matrices by key stage 1 prior attainment.
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