Transforming children and young people's mental health provision - February 2018
What is the context? This statement is in response to the Government’s green paper: Transforming children and young people’s mental health provision. It sits alongside our existing position statement on mental health.
School improvement - June 2017
ASCL welcomes the Department’s recognition that quality school improvement requires funding. However, ASCL is deeply concerned about the uncoordinated, bureaucratic nature of recent centralised initiatives. Therefore, we would welcome the opportunity to work with the Department to reinforce ASCL’s Blueprint on school-led improvement strategies so that all children can enjoy an excellent education.
We are seeking clarity on the future recruitment of teachers and Qualified Teacher Status post-Brexit for EU Nationals. In the current climate of a crisis in teacher recruitment, it is very important that schools and colleges can continue to recruit teachers and other staff from the EU.
Personal, social, health and economic (PSHE) education, including sex and relationships education (SRE), is an important and necessary part of all pupils’ education. PSHE (including SRE) should be a statutory* part of children’s learning.
To allow schools the flexibility to deliver high-quality PSHE and SRE which meets the needs of their communities, we consider it unnecessary for the government to provide standardised frameworks or programmes of study.
*Statutory, but not prescriptive
ASCL wants all young people to succeed in order to realise their full potential and to create a workforce with the capacity and skills to enable the UK to thrive in a global economy. We welcome the contribution all type of schools, colleges and universities can and do make to this through collaboration and partnership.
The evidence we have seen does not support the premise that the further expansion of selection will improve education for the majority of young people. The evidence indicates that it will have a damaging impact on the life chances of the majority who do not attend a selective school.
The expansion of selection is a distraction to the profession’s efforts to ensure that the education system works for everyone.
The best way to deliver a good school place for every child is to ensure existing schools and colleges have sufficient funding and access to a ready supply of high quality teachers and leaders.
ASCL supports the need for high-quality AP. However, we have concerns about the lack of clarity in the white paper over a proposal for mainstream schools to remain accountable for the education of pupils in AP and systems for obtaining and commissioning high-quality provision.
Mandatory reporting of child abuse – April 2015
We have previously not supported mandatory reporting. However in the light of cross party views and the NSPCC shift we are currently reviewing our position.
School Places – June 2014
ASCL is gravely concerned about the lack of strategic planning with regard to place provision in the secondary sector as the current increase in primary numbers works through the system.
Mandatory reporting – June 2014
ASCL maintains its current position:
School and colleges take very seriously their role in deterring, preventing and detecting the abuse of children and young people.
Any new legislation should be evidence-based.
ASCL has yet to see evidence that mandatory reporting backed up by criminal sanctions will protect children and young people.
ASCL is also concerned about unintended consequences, for instance, if discretion is removed, the resulting weight of unmoderated reporting will make it more difficult for those with the responsibility for investigating allegations to identify genuine cases of abuse.
If it is decided to introduce mandatory reporting ASCL takes the view that it should be strictly limited.
Regionalisation – December 2013
ASCL is concerned by the lack of consultation ahead of the decision to create regional commissioners. There is lack of clarity about a number of key features such as the constitution of the head teacher boards.
The regional commissioner structure does not address the issues of the ‘middle tier’ functions. The system urgently needs a strategic plan which would outline how such statutory functions cohere across the academised and maintained sectors.