School organisation meaning

In this issue: Local government reorganisation Public procurement Planning Social housing Adult social care Children’s social care Education Governance Local government finance Healthcare Highways Environmental law and climate change Daily and weekly news alerts New and updated content Local government reorganisation MHCLG publishes decisions on local government reorganisation The Ministry of Housing, Communities and Local Government (MHCLG) has issued an update letter confirming that no determination has yet been reached on proposals for local government reorganisation in East Sussex and Brighton and Hove, with further assessment ongoing before arrangements are finalised. MHCLG has also released consultation findings and letters confirming implementation in devolution priority areas to create: five unitary councils in Essex, Southend-on-Sea and Thurrock, five unitary councils (option 1A) in Hampshire, Isle of Wight, Portsmouth and Southampton, and three unitary councils in each of Norfolk and Suffolk. Council...

Background The appeal concerns whether the provision within a school in Northern Ireland of religious education and collective worship is in breach of Article 2 of Protocol 1 (A2P1) to the European Convention on Human Rights (ECHR), read together with Article 9 ECHR, as given effect domestically by the Human Rights Act 1998 (HRA 1998). Article 9 ECHR protects everyone’s freedom of thought, conscience and religion. A2P1 states: ‘No person shall be denied the right to education. In the exercise of any functions which it assumes in relation to education and to teaching, the State shall respect the right of parents to ensure such education and teaching is in conformity with their own religious and philosophical convictions.’ The child, JR87, attended a grant-aided controlled primary school in Belfast. As part of the school’s programme, JR87 took part in non-denominational Christian religious education and collective worship. JR87’s parents did not want her to be taught that Christianity was to be regarded as an absolute truth...

The Department for Education’s response to the consultation sets out the particulars of these proposals. From this point, the government will refer to the sector as ‘non-school alternative provision’. Looking forward, ministers intend the role of non-school alternative provision to be time-limited and to ‘supplement learning delivered in school, re-engage children with the school system and provide the skills and confidence needed to move successfully into education, training or employment after leaving school’. The consultation response notes that, in many local authorities, there are already arrangements in place to quality assure the non-school alternative provision those LAs commission. The government wishes to build upon that good practice, while remaining worried that ‘some already vulnerable children are placed for indefinite periods in non-school alternative provision with adequate child safeguarding measures, health and safety checks or attendance monitoring’. The onus will fall on local authorities to make sure provision in their areas complies in full with the new national standards before it can be commissioned by their officers. The effectiveness, reach and...

This Practice Note This Practice Note explores the legal and practical considerations for employers regarding hybrid working—also referred to as agile, blended or split working patterns—where employees spend part of their time in the workplace and part working remotely, whether at home or elsewhere. It can be differentiated from full homeworking, in which the individual works exclusively from home, though many organisations have long operated limited homeworking arrangements. Hybrid working developed out of the coronavirus (COVID-19) pandemic, a period when large numbers of staff worked wholly, or largely, from home, and it is anticipated that many will continue to do so for a portion of their hours, while attending their usual workplaces for the balance. An employer’s stance on hybrid working will depend on multiple variables, most notably the nature of the organisation and its activities. For instance, an office-based business may find it relatively simple to extend hybrid options to the majority of its workforce. In contrast, a manufacturing employer with operational or site-based roles (that cannot be...

This Practice Note explains the different categories of schools It first gives an overview of the initial tier of categorisation, separating independent schools, academies and free schools, and maintained schools; it then describes the further categorisation of maintained schools by ownership, pupils’ age ranges and pupil intake. It also sets out the difference between ‘soft’ and ‘hard’ federations of maintained schools. Education law treats each category differently. A school’s governance arrangements, its funding, and the processes for opening, closing or altering a school all turn on its category. These classifications underpin governance, funding and structural change in every case. At the first level, schools fall into three groups: independent schools (commonly known as private schools) academies and free schools maintained schools Sub-categorisation also classifies schools by their ownership, by their pupils’ age ranges and by other selectivities of pupil intake. Many schools make no reference to these categories in their school name, on their website or when putting up signs...

The leader as business partner This guide tackles the day-to-day realities of leading. If you have stepped into leadership for the first time, it offers practical pointers to help you begin. If you are already seasoned, you’ll find revitalising angles. The themes set out here present a down-to-earth perspective on leadership and on growing leaders, concentrating on the genuine challenges and possibilities they encounter. Created in collaboration with Cranfield School of Management. This section explores the task facing a leader in grasping the business landscape in which the organisation operates. Numerous well-established strategic analysis tools can support a leader in shaping their understanding of the organisation’s position and wider context. We will consider three. The first, SWOT analysis, provides a high-level picture of the business. The second, the value chain, reveals where processes add value in delivering for the customer. Finally, the cultural web offers helpful clues about how the business conducts its work and the organisation’s character. It has been written to tackle the practicalities of leadership rather...

Part A Statement of facts I began working for the company on [ insert date ] in the role of administrative assistant within the organisation at that time, starting my employment. On [ insert date ] I noticed an advert posted on the company intranet website for an office manager role, which clearly specified GCSE English and maths as essential criteria for consideration. I am from the United States and hold a high school diploma, which I contend is at the very least comparable to GCSE English and maths in standard. I contacted Ms A in human resources to express my intention to apply for the role and clearly and fully set out, in detail, the qualifications I possess. She stated I was ineligible to apply and remarked that, as she understood matters, and in her view, a high school diploma could be obtained off the back of a cereal packet. I replied that I found those comments offensive and made that...

The Academies Act 2010 (AcA 2010) The Academies Act 2010 (AcA 2010) and regulations made under it authorise and set out provisions for the transfer of land from the local authority to the Academy Trust. Although Schedule 1 to the AcA 2010 permits an absolute transfer, guidance issued by the Department for Education in its Land Transfer Advice (April 2013) indicates that, in the overwhelming majority of instances, the transfer should ordinarily proceed by means of a 125-year lease to the Academy Trust, thereby safeguarding public land...