Eight ways to set an effective school budget
As the deadline for school budget submissions looms large, not-for-profit HFL Education (formerly Herts for Learning) is sharing its top tips on how school and academy leaders can create an effective budget that will help – not hinder – the delivery of a great education for every child while keeping finances out of the red. Writing budgets gets more challenging every year – gone are the days of replicating last year’s budget lines and simply adjusting them for inflation! Taking that approach now is a sure-fire way to make more work for yourself in the long run. Take the time to analyse the outcomes from the year-end accounts of the previous year – what did you overspend on, what wasn’t worth the investment, where could you make efficiencies? This will help you create a budget for the future which is going to work harder for your school. The number of students on roll is an important factor in the National Funding Formula and for planning provision, so it’s a key piece of information for realistic budget setting. To make sure your student number predictions are as accurate as they can be, check your figures against your local authority’s place planning data to see what numbers they are predicting for your area. Your budget should reflect your school’s strategic plans for growth and development, and the resources you are going to need to get you there. For example, if your objective for the next academic year is to improve reading outcomes for pupils, ensure you have budgeted for the additional books and teaching resources you’ll need to make that happen. Staffing should account for between 75% and 80% of your total revenue income. If your costs exceed this, you might need to consider how to structure both classrooms and the back-office to optimise outcomes and impact. Start by looking at how many teaching staff you need to deliver the curriculum and then allocate classroom support hours against a strategy designed to ensure the highest quality learning outcomes for every pupil. Budget deficits are like a rising tide, so it’s key to your financial sustainability that you take early action if you have too many teaching and/or support staff in your structure. Don’t delay and utilise any resignations as an opportunity to rethink structure and staff deployment. SEND is one area where it is very easy for schools to go overbudget so provision mapping your SEND support is a useful tool to ensure you set an accurate budget. Review how much it is costing to provide SEND support for pupils vs the additional funding you receive and ensure these two amounts are in balance. Don’t forget to include the £6,000 notional SEND budget per pupil. If you are struggling to make the numbers align, consider how you could deliver support in a different way and in line with the funding received – for example, moving from 1-2-1 support for children with SEND to a team teaching approach for a group of students. A large percentage of your Pupil Premium expenditure will invariably be sat within your staffing expenditure already. Ensure that you have calculated your Pupil Premium staffing costs before adding additional non-staffing expenditure, such as subscriptions, therapies, trips and activities etc, so that you are clear on the resource envelope available to you. If you want to check that your budget is on the money, so to speak, the Integrated Curriculum Financial Planning (ICFP) tools on the Department for Education website are really helpful. You can check where your proposed budgets sit in comparison to national thresholds, and it has a calculator to help you work out the teaching resources needed to run the classes in your school. If you can’t make the figures fit in your budget, you will have to make some tough choices about your expenditure – and sooner rather than later. The longer the books don’t quite balance, the larger the deficit position the school will find itself in. This will have a cumulative impact on education outcomes, staff morale, your mental health and much more. We always suggest school leaders open a dialogue with staff and be honest with them about any financial challenges the school is facing. READ MORE: Ofsted in the spotlight – how much of a school’s rating is decided before an inspector even sets foot through the door? Jackie Keegan, Resource Advisor at HFL Education who wrote the top tips for effective budgets, has been supporting schools with their finances for over 20 years. Jackie said: “Schools are under a tremendous amount of pressure to deliver high educational outcomes with budgets that are decreasing in real terms. The latest figures suggest around 9% of schools are now in deficit and we know from the schools we work with that can be a difficult spot to climb out of. So while setting budgets is difficult and it can involve making unpopular decisions or saying no to things you really want for your students and staff, it’s necessary to be prudent and to explore all your financial options to ensure your school remains sustainable for years to come.” HFL Education’s team of trusted advisors offers a wealth of training and support for schools and academies, from budgeting, financial planning and recovery advice to compliance and internal audits. 100% of the team’s financial professionals and business managers were previously employed within the senior leadership team of a school or trust before joining HFL Education, so they provide considered advice and tools which focus on educational outcomes as well as financial ones. Need help with your budget? You can find more information about the HFL Education’s Financial Services offer on the website – www.hfleducation.org
The Schools & Academies Show 2024: Plan. Procure. Prosper.
The Schools & Academies Show 2024 provides the education community with a one-stop shop of everything they need to further strengthen their strategic business and school improvement plans for a lasting impact. Join thousands of educators on 1st May 2024 at ExCeL London, for over 30 hours of CPD accredited content and access to 150+ education suppliers offering incredible solutions. Every year, 3000 visitors from Schools, Academies, MATs, Local Authorities, Central Government and the wider education sector, who are all looking to strategic business and school improvement plans for improved staff and pupil outcomes. New for 2024, we have introduced three co-located events (EdTech Innovate, The SEND Conference & The School Estates Summit), providing you access to endless opportunities to network with your peers and build relationships with top education suppliers all under one roof. You can also look forward to policy updates, valuable resources, practical support and high-quality sessions in our CPD accredited theatres, focused on a variety of trending topics, from EdTech to Business & Finance, providing you with the ultimate toolkit to support your role & organisation. We have invited a stellar line-up of industry-leading speakers to share their invaluable experience, sector updates, best practice insights and inspirations, ensuring visitors leave feeling empowered with new processes, strategies and solutions to navigate their current challenges, drive school improvements and ultimately provide better outcomes for their pupils. This must-attend event is designed to empower you with new processes, innovative technologies and practical solutions. Gain key insights in driving efficiency, making cost savings, and enhancing your school performance to improve the outcomes of all pupils. Don’t miss out on what is gearing up to be another unmissable show and register for free today. View the full show agenda here: www.schoolsandacademiesshow.co.uk/agenda Register for FREE today here.
How to use BBC Micro:bit in your lessons
Chris Lovell has worked in computing education for five years and is on a mission to encourage more primary teachers to try out the BBC micro:bit to help them build their confidence. For those of you that haven’t yet discovered its power, a micro:bit is a tiny, pocket-sized computer that you can program and physically interact with. I have found it’s a great tool to engage and excite children as young as eight with creative coding. I support primary teachers in my local community to use the micro:bit in their classroom and often teachers share with me that they are daunted by coding. They feel that they don’t have much time to learn something new. They fear that pupils will know more than them. What’s more, the equipment used in their school can sometimes be unreliable. I have found that by taking the following simple steps, anyone can feel confident with using the micro:bit in their classroom to engage learners. Explore all available resources The Micro:bit Educational Foundation provides a variety of free resources to support teachers. If you’re a primary school, a great introduction to the micro:bit would be its playground survey. As part of BBC micro:bit – the next gen, a campaign with BBC Children’s and Education, children can take part in a unique data science project to investigate and gather information about their playground. And you will be able to submit findings from your class to the Office for National Statistics for analysis by the end of the summer term. Tap into a child’s excitement In my experience, on every occasion that a class of children have used a set of micro:bits, their excitement is palpable. I believe as educators, when children are excited to explore and to create, it gives us a great motivation to support and encourage them. Encourage children to support each other through pair programming In pair programming, children assume the roles of a navigator and a driver, which they swap every 10 minutes. The navigator describes what to code, whilst the driver adds and runs the code. The tasks can be scaffolded, and the pairs chosen appropriate to ability in your classroom. In my classroom, I sometimes make these projects competitive, and add names to the whiteboard when pupils complete tasks. With some classes, this element of competition can support learning and exploration. You may also find some technology assistants among your class to support your teaching of the micro:bit. Go cross-curricular The micro:bit enables computing to be taken out into the playground. Children can log the number of species of animals and plants they find. It can even be turned into a wearable activity tracker, enabling children to understand the different types of activity conducted. This will prompt a class discussion about the accuracy of the data they have gathered. Connect with a thriving community Remember, you are not alone. Computing At School (CAS) has local support available for primary schools. Contact your local CAS group for help from fellow teachers, CPD events and visits, or even the loan of a set of micro:bits free of charge. The web is also a great place to find advice and ideas in the classroom. Search social media for the hashtag #BBCmicrobit to share what you are doing and connect with others. The micro:bit is truly full of possibilities! By Chris Lovell is Head of Computing at Ashfold School For more information about the BBC micro:bit playground survey, please visit www.bbc.co.uk/teach/microbit
ZEROplus Announce New Addition to Finger Protection Range
Leading door hardware supplier, ZEROplus has recently added a new finger protection product to their finger protection range. Along with the popular Finprotect Plus, which fits to the hinge side of doors, ZEROplus now supplies a patented anti-slam device that prevents fingers from being crushed in the closing side of a door. The Salvadita anti-slam safety system stops a door from slamming shut when force is used. Ideal for use in nurseries, schools, supermarkets, restaurants, hotels, hospitals, and any public building, it protects against potential painful crushing when hands and fingers are placed between the door and frame. According to the Royal Society for the Prevention of Accidents (RoSPA), a staggering 30,000 people trap and seriously crush their fingers in doors every year. And many of these people, particularly children, will require surgery. Mark Lockley, Managing Director of ZEROplus, explains: ‘Painful finger-trapping accidents are far more common than you might think, and serious finger-crushing accidents can happen to anyone. To eliminate potential risk, a finger protection guard should be fitted to the hanging side of a door, along with an anti-slam device to prevent the door from slamming shut. Particularly in public buildings such as residential homes, schools, nurseries, leisure centres and libraries, finger guards and anti-slam devices are essential to prevent painful finger injuries.’ The Salvadita anti-slam safety device is used on internal doors and is quick and easy to install, protecting hands and fingers year after year. The device fits to the top of the door frame and only activates when a door is closed with extreme force. On normal closing, the Salvadita safety system won’t engage, allowing the door to close normally and without interruption. The durable anti-slam device is suitable for use on aluminium, metal, PVC and wooden door sets, preventing painful crushing accidents when hands or fingers are placed between the door and frame. Mark continues: ‘The patented finger protection safety system has passed numerous durability and admissibility tests, and we’re proud to be the sole UK distributor of this excellent safety product. Of course, unsuitable for doors fitted with a door closer and fire or emergency exit doors, as the device could stop the door from closing, the Salvadita is an ideal safety device for internal doors in any public building, especially those that cater to vulnerable people, children or buildings that are particularly busy.’ To learn more about the Salvadita anti-slam device and other finger protection products from ZEROplus, please visit zeroplus.co.uk or call 01785 282 910.
Top tips for jobseekers at risk of ‘fake DBS check’ recruitment scams
Persuading job seekers to pay for a non-existent DBS check is a tactic being used by fraudsters to extract cash from their victims. Typically referenced as ‘advanced fee scams’, victims are encouraged to pay upfront for ‘recruitment administration’ – including a supposed DBS check to progress with the recruitment offer. Text and WhatsApp messages can be cleverly designed to get jobseekers to part with their details. Coinciding with the Home Office’s Stop! Think Fraud campaign, the Disclosure and Barring Service (DBS) has compiled a list of top tips for job seekers to stay safe from fake DBS check scams in any recruitment search: · Eligibility criteria – not all positions require a Standard or Enhanced DBS check. These checks are typically necessary for roles like education, health and social care, and security. If your job does not fall into these categories, and you are asked for a DBS check, it might be a fraudulent request. Check the eligibility criteria or consult with DBS. Information is provided online. · Outdated requests – be aware of outdated requests using archaic terminology. In 2012, the Criminal Records Bureau (or the CRB) as it was known then was replaced by the Disclosure and Barring Service (DBS) in England and Wales. If someone is still asking for money for a ‘CRB check’, it is time to investigate further. Genuine requests will reference the current DBS system. READ MORE: DBS Better Hiring Toolkit For Local Authorities · DBS Logo – organisations that are registered with DBS are not permitted to use the DBS logo on their websites. If a website contains the DBS logo it could indicate it is not genuine. · Verification process – always enquire about who is processing the DBS check. If it’s the employer, contact DBS or Disclosure Scotland to confirm their legitimacy. If it’s an Umbrella Body that is carrying out DBS checks on behalf of other employers, verify their authenticity and ensure the employer is registered to use their service. A list of Umbrella Bodies is available online, so you can check and see if the organisation appears and is legitimate. · Industry Bodies – for those in the security industry, usually only the Security Industry Authority (SIA) is permitted to run checks for this line of work. If you’re asked for upfront payment for a check, verify its authenticity. Stay vigilant, especially when it comes to industry-specific regulations. · Cost Consideration – the cost for a Basic check is £18 and is available for any position. A standard check costs £18, is available for certain roles and shows convictions and cautions held on the Police National Computer (PNC), subject to filtering. An Enhanced check costs £38 and is sent to police forces so they can carry out searches on their local intelligence systems and decide if any relevant information should be released. An Enhanced check with Barred Lists is also £38 for those involved in regulated activity. Organisations that are registered with DBS may charge an administration fee for the service they are providing. This is separate from the DBS fee. However, be cautious if you are asked to pay exorbitant amounts. Most legitimate organisations are looking to get you to the onboarding process and won’t demand upfront payment. If in doubt, refrain from parting with any money during the recruitment process. Ian Johnston, Executive Director of Operational Services at DBS, said “Hasty and decisive action is essential when combatting job scammers. By following these steps, job seekers can minimise the effects of illegal scams and make the job-searching journey safer. “DBS’ Regional Outreach team can also provide localised support to organisations and networks to offer support and guidance around all things safeguarding. DBS remains committed to providing thorough guidance and support around the importance of staying vigilant in the ever-evolving landscape of job scams.” Government Anti-Fraud Champion, MP Simon Fell said, “Fraudsters are masters of deceit who create a false sense of urgency to try and compel you into taking action. “Through the Fraud Strategy, we are taking robust action to prevent fraud and that includes the rollout of the new Stop! Think Fraud online hub, which has a wealth of advice on how to spot suspicious messages. “If you receive a message that doesn’t feel right, take a moment to stop and think about the risk of fraud – don’t immediately respond or click a link. Contact your prospective employer directly, through a number or email address you know is correct.”
DBS supports recruitment experts with Better Hiring Toolkit for local authorities
Safeguarding experts from The Disclosure and Barring Service (DBS) and Better Hiring Institute have joined forces to launch a best practice recruitment resource for the local authority sector. The Local Authority Better Hiring Toolkit provides an essential guide for local authority employers to make informed, safer recruitment decisions. The best practice toolkit – which can be accessed for free here – provides accessible guidance to support employers with both obtaining and providing effective references, supporting information to navigate effective pre-employment vetting, and simplified guidance around legal responsibilities. In collaboration with Better Hiring Institute, the Local Government Association, Cifas, and Reed Screening the Better Hiring Toolkit aims to attract the most skilled and talented professionals to public sector roles, whilst promoting processes to keep dishonest people out of local authorities. Local authorities provide support and services to a range of vulnerable people across their region, including in the education sector, and the toolkit will support employers recruit effectively, efficiently, and focus on delivering the best service possible for the communities that they work with. READ MORE: QA Education DBS Checks Guide Among the key ambitions of the Better Hiring Toolkit are: Download and share the BHI Toolkit Those responsible for recruitment within local authorities are being encouraged to download and share the toolkit within the hiring community. Keith Rosser, Chair of the Better Hiring Institute & Director of Reed Screening, said: “The toolkit has the potential to be really transformative to local authority recruitment, and the more organisations that benefit, the faster the UK as a whole moves forward. We want to make UK hiring the fastest and fairest in the world, with a live local, work anywhere philosophy.” Ian Johnston, Executive Director of Disclosure for the Disclosure and Barring Service, said: “We are delighted to support the development of a simplified and supportive toolkit, free of charge, supporting those in local authority recruitment to make safer, informed decisions that will help to safeguard local vulnerable people.” Follow the DBS on LinkedIn
World Book Day – judgement and expectations are putting children off reading
New research on Wolrd Book Day shows that 1 in 5 kids feel judged for what they read, while a quarter are made to read things they don’t want to The sad truth is that fewer children than ever are choosing to read. So, because reading for pleasure improves life chances and World Book Day is all about children, this year we have heard from them – in their own voices. World Book Day conducted research with funding from The Mercers’ Company, and partnered with Beano Brain, to speak directly to children aged 7-14 about their feelings around reading for pleasure. The feedback is loud and clear; many of the 1,000 children we spoke to told us they feel judged and embarrassed about reading – and this quickly puts them off. If children feel shamed at an early age about their reading ability, or about their reading choices, they are less likely to read for pleasure, losing out on the benefits it brings to their well-being and educational success. Reading for pleasure is the single most important indicator of a child’s future success. Children are sending a clear message that adults need to understand the barriers they face and let go of expectations and judgements around reading, giving them choice – and a chance – to grow up as enthusiastic readers. “Adults think proper reading is… non-fiction, thick books, books with only words.” World Book Day focus groups respondent, 2023 “When you get older, the excitement of it all gets taken away from you, I don’t think I’d be able to read through a whole book now like I used to.” Boy, 14, Non-Reader, Beano Brain research 2023 Children feel they have no voice or choice Lack of choice is the primary issue for children when it comes to reading for pleasure. They feel they are not being given the freedom to choose the books they want to read, with the research revealing that over a third of children say they cannot choose what they want to read at home (34%) or at school (35%). One in four children say they’re encouraged to read things they simply don’t want to, while one fifth (21%) say they can’t find anything they want to read at home, which increases to a quarter at school (25%). Many children feel confused or overwhelmed when it comes to choosing a book (23%), creating further barriers to enjoyment. Many children say they would prefer their parents to stop reading to them, because they think their parents wouldn’t approve of the book they want to read. “I would rather read by myself – my parents don’t enjoy the books I want to read.” World Book Day focus groups respondent, 2023 “We only have set times that we are allowed to read in school. I like reading when I’m on my own, not when I’m forced to read because it puts me off.” Girl, 11, Non-Reader, Beano Brain research 2023 READ MORE QA News: BBC:Microbit invites children to survey school playgrounds The experience of feeling judged is also impacting children right across the age group. Over one child in every 10 say they feel judged by their reading ability at school (15%) and at home (16%), while twice as many – one in five – feel judged by others on their reading choices, both at school (20%) and at home (18%). ”I didn’t tell my teacher that I didn’t like that book in case she thought it was a bit rude and told me off.” Boy, 10, Light Reader, Beano Brain Research, 2023 Replace with: “There’s really no point in reading; I was really bad in primary school, I couldn’t do anything the teacher said.” Boy, 13, Non-Reader, Beano Brain research 2023 Adults have an essential role to play The positive role that grown-ups can play in a child’s reading journey was also clearly described by the children we spoke to. Two in five children think reading is best when they feel like they’re good at it (40%) while 30% say it’s best when they feel confident and encouraged. Over a quarter of kids say they believe they would enjoy reading more if it was made more fun (30%) and there was less nagging from grown-ups (28%) to do it. Over a quarter (28%) said reading is best when they can talk about reading and books with friends and family, while 18% said being read to regularly at home would help them enjoy reading more, alongsideseeing parents read themselves for fun (17%). However, only a quarter (25%) say their parents relax by reading in the home compared to scrolling on their phone (56%), watching TV (52%) or watching their phone or tablet (40%). “Adults usually tell you to read but then they don’t read and go on their phones. My teachers and my dad do that!” Girl, 11, Non-Reader (Beano Brain research, 2023) Children know what they want and the benefits when it works When World Book Day asked children when reading is best, autonomy and control were by far the most important factors: A quarter of children also believe they would enjoy reading more if they had more freedom to read in other ways, such as graphic novels/ audiobooks (25%) Children also appreciate the opportunities reading can offer them; one in four (24%) believe that reading lets them show who they are as a person and what they like doing, over a third feel that reading for fun makes them feel calmer and say they enjoy reading in their spare time, while 30% feel that reading allows them to go to different worlds and learn about different places and things. “I like to get into my pyjamas and curl up on the sofa; it doesn’t have to be silent but it has to be calm” Girl, 11, Reader, Beano Brain research 2023 Alice Read, teacher at Buckingham Primary School, Hampton comments: “I have had a child in the classroom and they had the book that they thought they wanted me to see they were reading, and underneath that, the book
Youth Development: Loud Speaker and NCS Launch Free Residential Programme for 15 to 17-year-olds at six UK locations
This Easter, Loud Speaker, in collaboration with the National Citizen Service (NCS), is set to redefine youth development with a pioneering residential programme, offered entirely free of charge for teens between 15 and 17-year-olds. With a legacy of impacting over 150,000 young lives through dynamic workshops, Loud Speaker, founded by best friends turned entrepreneurs, is at the forefront of innovative youth engagement. This programme is a testament to their belief that with the right mindset and skills, every young person can carve out their own path to success. From Friday 29th March to Tuesday 2nd April 2024, participants will embark on a transformative journey, not just stepping out of their comfort zones, but leaping into a world of possibilities. Set in six stunning locations across the UK, this programme is more than just an escape from daily life; it’s a launchpad for the future. Programme Highlights: Skill Development: Young people will dive deep into workshops that hone crucial employability and life skills. From effective communication and personal branding to enterprise and networking, participants will emerge with a toolkit for success in the modern world. Outdoor Activities: The type of activities that you don’t get to do everyday, including zip-lining, archery, and navigating high ropes. These activities are designed to build resilience, teamwork, and leadership skills. Evening Activities: Going all out with fun-filled evenings, featuring activities like Loud Speaker Bingo, karaoke, and The Big Quiz. It’s not just about learning; it’s about living. Inclusive Experience: Special provisions, including accommodations for those observing Ramadan, ensure an inclusive environment for all, allowing every participant to fully engage with the programme’s offerings. The six locations The Story Behind Loud Speaker: Loud Speaker’s founders are best friends who met at University in Liverpool and built a six-figure company from the ground up with only £30 in the bank account. Their story is a testament to what determination and belief in oneself can achieve. Their mission is to show young people that they, too, can make their dreams a reality, regardless of their starting point. Join the Movement: This Easter, be part of something extraordinary. Spaces are limited, and the potential for growth is boundless. Registration is now open, with NCS facilitating a smooth sign-up process. For more information and to secure your place in this life-changing programme, visit our tailor-made blog. If you have any questions, contact the NCS team via their website.
Ofsted in the spotlight – How much of a rating is decided before an inspector sets foot inside a school?
Are some schools more likely to get better Ofsted scores, based solely on their student intake and school characteristics? Ofsted ratings are very prevalent in the media and are often under scrutiny. As recently as 29th January 2024, a cross party group of MPs recommended a complete overhaul of the grading system, in light of the tragic death of headteacher Ruth Perry in 2023. Nonetheless, parents continue to use them as a method for selecting schools for their children and they are held up as a way of holding senior leaders within schools to account. A lot is known about the characteristics most associated with better achievement in education, such as certain ethnic groups, parents with more education and a wealthier upbringing. Additionally, there has been research into whether attending a school with a higher Ofsted rating is significant in predicting higher educational achievement. However, less is known about what school characteristics are most typically associated with better Ofsted ratings. Is it simply reflective of the respective affluence of a local area and hence student intake, or is there more to it than that? Simply, how much of a rating is down to factors that the school cannot control? New analysis New analysis from Inspire Economics covers data from Ofsted inspections of over twenty thousand state funded English schools suggests that London schools are 8 percentage points more likely to be graded as “Outstanding” than schools in the rest of the country. This is even when controlling for factors known to be associated with differing educational achievement, like ethnic make-up, the proportion of students on free school meals (FSM) and speak English as a first language. Schools that are selective (13 percentage points) and that are single sex (8 ppts) are also more likely to be outstanding, but it should be noted this represents only a very small proportion of the English state school system. Religious schools are less likely to be outstanding, as schools that are bigger than average and academies. Whilst the academy finding is interesting, this is likely to reflect the fact that schools are encouraged to become academies after a poor Ofsted result. Schools with a greater proportion of white British or FSM students are less likely to be outstanding, but only by a very negligible amount when controlling for other factors. Focusing only on primary and secondary schools brings similar results that are more profound in places. The London impact is slightly higher at primary level as is that of being a single sex school. Interestingly, having early years provision attached to a primary school makes that school 7 ppts less likely of being outstanding. It is not clear from the data why this might be and seemingly isn’t due to having a greater number of pupils – being above average size has a slight positive relationship with being outstanding. At secondary level, no relationship was found with Ofsted ratings and being an academy, a religious or above average size school or having more students with English as a first language. The London effect is less pronounced at secondary level but is still present. In a similar result to that with early years provision at primary level, having a sixth form suggests schools are 4 ppts less likely to be outstanding. Given what has already been stated about this not being a product of more students, it is perhaps a suggestion that schools offering additional services are more stretched and as a result are under-resourced. What does this mean? The London difference is really stark and opens up a lot of questions about what could be driving this. Given the prevalence of the North/South divide and “Levelling Up” in modern political rhetoric, there is perhaps much to be learned about what this means for students growing up outside of the capital. Barnaby Lenon of the University of Buckingham outlines several reasons that could be driving this disparity. The London Challenge programme, where schools where data across schools was compared and used to challenge lower performance and create a culture of accountability, is suggested as being a significant reason behind this. This ran from 2003-2011 and brought significant praise from Ofsted. READ MORE: It’s time to scrap the one word Ofsted ratings READ MORE: Are mobile phones being banned in schools? Lenon also discusses improvements at primary level bringing improvements at secondary level further on. This makes sense, but the difference is not as pronounced in this dataset and does not explain why primary schools in London are much better than elsewhere. There is a suggestion by Greaves (2014) that this is because of London primary schools being pilots for Numeracy and Literacy challenges but not much additional explanation is offered. Higher prevalence of academies and free schools, the Teach First programme and the higher levels of ethnic diversity in London are also given as reasons for the disparity. Whilst the white British group do perform worst academically and are least represented in London that the rest of England, this analysis controls for ethnicity, so shows that even when that is accounted for, the disparity remains between London schools and those elsewhere in the country. The results also suggest only a very minor impact (0.2 ppts) on the probability of being outstanding of having fewer white British students. Similarly, academies and free schools are also controlled for in this analysis and aren’t shown to have significant impacts on the Ofsted grade. Teach First was started in London in 2002 and brought in an influx of graduates who might not have considered teaching previously. Whilst it has had arguably more impact in London (it’s most represented area for sending recruits), for over ten years has sent graduates around the country. It therefore feels unlikely that it would be driving the level of disparity that we continue to see in 2024. Hence, it feels to me that there is more to this issue than has been suggested previously. I could only speculate on what the driving factors are and likely it is a