Digital Education Resource Archive

Adult skills fund : funding and performance management rules 2024 to 2025 : Published 30 April 2025

The Families First Partnership (FFP) Programme Guide : Delivery expectations for safeguarding partners in England : March 2025

Early Years Teacher Degree Apprenticeship : Training Provider Guidance : 24 March 2025

Effective senior post holder appraisal and chair performance review : March 2025

1 Annex A S52 EDUCATION BUDGET STATEMENT (Part 1) Financial Year: LA Name: LA Code (education): UA Code: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) School Name Official Ref Number Date Opening / Closing Number of Pupils / Places Budget Share per School Budget Share per Pupil / Place Additional Indicative Budget Share £k Non-ISB Devolved to Schools £k O / C Core Delegation £k Discretionary Delegation £k ALN Delegation £k Total Delegation £k Core Delegation £ Discretionary Delegation £ ALN Delegation £ Total Delegation £ Year 2 Budget Share £k Year 3 Budget Share £k Nursery Schools Total / average - nursery schools Primary Schools Total / average - primary schools Middle Schools Total / average - middle schools Secondary Schools 2  Total / average - secondary schools                                Special Schools                                                                                               Total / average - special schools                                Total / average - all schools                                                 MEMORANDUM ITEMS             (24)     (25)       (26)               School Level Other Total          (27)   Unallocated ISB   Nursery      Unallocated Nursery          Primary      Non-ISB Funds Primary          Middle        Middle          Secondary        Secondary          Special        Special          Total        Total                     TOTAL ISB        (29) TOTAL NON-ISB         3  Notes to Part 1 The numbered notes below refer to the items in the table bearing the corresponding number.  1.  Enter the names of all maintained schools maintained or to be maintained by the local authority in the financial year in the following order— (a) nursery schools; (b) primary schools; (c) middle schools; (d) secondary schools; (e) special schools. 2.  Opposite the name of each maintained school, enter in Column 2 that school’s official reference number. 3.  Enter in Column 3, opposite the name of each maintained school, the letter “C” if the school is to close during the financial year and the letter “O” if the school is to open during the financial year; otherwise leave blank. 4.  Enter in Column 4 the date that such a school is intended to close or to open, as the case may be; otherwise leave blank. 5.  Enter in Column 5, opposite the name of each maintained school, the number of registered pupils at the school required under the allocation formula to be used for the initial determination of that school’s budget share, plus the number of places reserved for nursery pupils or for pupils with ALN and funded as such under allocation formula. In the case of a school that will be open for part of the year only, the number determined in accordance with (a) or (b) above must be reduced to reflect the proportion of the year that the school is to open. For example, if a school is expected to open for 7 months of the financial year, the number shown should be the number of pupils multiplied by 7, then divided by 12. 6.  Enter in Column 6, opposite the name of each maintained school (except special schools), the core delegation element of the school’s budget share. For schools only open for part of the year, the actual budget share given to the school should be shown. 7.  Enter in Column 7, opposite the name of each maintained school (except special schools), the discretionary delegation element of the school’s budget share. For schools only open for part of the year, the actual budget share given to the school should be shown. 4  8.  Enter in Column 8, opposite the name of each maintained school (except special schools), the ALN delegation element of the school’s budget share. For schools only open for part of the year, the actual budget share given to the school should be shown. 9.  Enter in Column 9, opposite the name of each maintained school, the whole of the school’s budget share. For schools only open for part of the year, the actual budget share given to the school should be shown. 10.  Enter in Column 10, opposite the name of each maintained school (except special schools), the core delegation per pupil at the school calculated by dividing the amount entered in accordance with note 6 by the number of pupils or places for the school entered in accordance with note 5. 11.  Enter in Column 11, opposite the name of each maintained school (except special schools), the discretionary delegation per pupil at the school calculated by dividing the amount entered in accordance with note 7 by the number of pupils or places for the school entered in accordance with note 5. 12.  Enter in Column 12, opposite the name of each maintained school (except special schools), the ALN delegation per pupil at the school calculated by dividing the amount entered in accordance with note 8 by the number of pupils or places for the school entered in accordance with note 5. 13.  Enter in Column 13, opposite the name of each maintained school, the total delegation per pupil at the school calculated by dividing the amount entered in accordance with note 9 by the number of pupils or places for the school entered in accordance with note 5. 14.  Enter in Column 14, opposite the name of each maintained school, the notional amount which the local authority is intending to delegate subject to the future confirmation of key data.  15.  Enter in Column 15, opposite the name of each maintained school, the amount of planned additional funding (including grants) proposed to be allocated to the school otherwise than as part of the school’s budget share. 16.  Enter in Column 16, opposite the name of each maintained school, an initial determination of the total of the school’s budget share for first subsequent financial year. For schools only open for part of the year, an initial determination of the actual budget share for the school should be shown. 17.  Enter in Column 17, opposite the name of each maintained school, an initial determination of the total of the school’s budget share for second subsequent financial 5  year. For schools only open for part of the year, an initial determination of the actual budget share for the school should be shown. 18.  Enter in line 18 in each of Columns 5 to 9 and 14 to 17 the aggregate of the numbers entered in each of those columns in respect of maintained nursery schools and in Columns 10 to 13 the average of the numbers entered in those columns in respect of such schools. 19.  Enter in line 19 in each of Columns 5 to 9 and 14 to 17 the aggregate of the numbers entered in each of those columns in respect of primary schools and in Columns 10 to 13 the average of the numbers entered in those columns in respect of such schools. 20.  Enter in line 20 in each of Columns 5 to 9 and 14 to 17 the aggregate of the numbers entered in each of those columns in respect of middle schools and in Columns 10 to 13 the average of the numbers entered in those columns in respect of such schools. 21.  Enter in line 21 in each of Columns 5 to 9 and 14 to 17 the aggregate of the numbers entered in each of those columns in respect of secondary schools and in Columns 10 to 13 the average of the numbers entered in those columns in respect of such schools. 22.  Enter in line 22 in each of Columns 9 and 13 to 17 the aggregate of the numbers entered in each of those columns in respect of special schools and in Column 13 the average of the numbers entered in those columns in respect of such schools. 23.  Enter in line 23 in each of Columns 5 to 9 (or for special schools just in Column 9) and 13 to 17 the aggregate of the numbers entered in each of those columns in respect of all maintained schools and in Columns 10 to 13 (or for special schools just in Column 13) the average of the numbers entered in those columns in respect of such schools. 24.  Enter in column 24 the amount of the ISB not allocated to maintained schools in Columns 13 and 14, giving an estimated split between nursery, primary, middle, secondary and special schools and giving a total. 25.  Enter in column 25 the total amount of funding of the kind referred to in Note 15 which the local authority plan to allocate to the maintained school but which is not allocated at the beginning of the financial year, giving an estimated split between nursery, primary, middle, secondary and special schools and giving a total. 26.  Enter in line 26 the aggregate of the numbers entered in Columns 9 and 14 in accordance with Note 23 and in the “total” box in accordance with Note 24. 

The School Funding, Budget Statements and Outturn Statements (Wales) Regulations 2026 : 24 June 2025

State-funded school inspection toolkit : Updated 9 September 2025 : Version 1.1

GCSE (9 to 1) subject-level conditions and requirements for British Sign Language : Published 13 November 2025

National Behaviour Survey : Findings from academic year 2024 to 2025 : November 2025

Effective multi-agency working with assistive technology : Research report, October 2025

GuidanceEquality duties on educationinspectionGuidance on the education inspection approach toproviders’ and inspectors’ duties under the Equality Act2010.From:OfstedPublished5 November 2025Applies to EnglandPrint this pageOfsted works in the interests of children, learners, apprentices, trainees,Get emails about this page  MenuHome Education, training and skills Inspections and performance of education providersInspection and performance of schoolsContentsProviders’ duties under the Equality Act—Inspectors’ duties under the Equality Act—Evidence or allegations of discrimination and/or breaches of the Equality Act—Specific circumstances where equalities must be considered in educationsettings—Inspection approach: Supreme Court ruling on the meaning of sex in the EqualityAct—early career teachers (ECTs) and national professional qualification(NPQ) participants – referred to collectively as ‘learners’ throughout forease of reading. Our aim is to help raise standards in education, skillsand children’s social care, improving lives – particularly for the mostvulnerable.As part of this, inspectors must consider whether providers are meetingtheir obligations under the Equality Act 2010 during inspection. Thisrequirement is built into our inspection toolkits, which guide inspectors inevaluating provision and reflect providers’ equality duties. We evaluatewhether providers prevent and respond appropriately to incidents ofunlawful behaviour. We also consider how they promote equalopportunities, make reasonable adjustments and foster positiverelations.Failure to notice and challenge bullying, unlawful discrimination,harassment and victimisation will usually affect a provider’s grade for‘leadership and governance’ (or ‘leadership’). The impact on otherevaluation areas depends on the education remit and how the act isapplied through other legislation, frameworks, and both statutory andnon-statutory guidance.Ofsted also has its own responsibilities under the act, and we reflectthese duties in our inspection practice. These responsibilities areembedded in our operating guides, which set out how inspectionsshould be carried out. Inspectors will ask leaders whether anyoneinvolved in the inspection process requires reasonable adjustmentsduring an inspection because of a disability, and will ensure that anysuch requests are considered in consultation with the duty desk. Theywill then ask any inspection team members the same question. They willalso consider other adaptations to the inspection process to avoidputting others at a disadvantage because of a protected characteristic,unless the duty desk provides an objective justification for refusing arequest. Inspectors should also consider the effect the proposedadaptation would have on others and ensure that in making theadaptation they are not directly discriminating against anyone else.Again, the duty desk should be consulted in any such circumstance.This guidance sets out providers’ duties (which inspectors mustunderstand and be familiar with) and inspectors’ duties under the act,and some specific circumstances where equalities must be consideredas part of education inspections.Providers’ duties under the Equality ActInspectors consider providers’ compliance with the act duringinspection. This includes the following duties:1. Prohibited conductProviders must not directly or indirectly discriminate, harass or victimiselearners, staff or service users because of a protected characteristic.The act defines direct discrimination, indirect discrimination, harassmentand victimisation.See parts 2 and 6 of the Equality Act.2. Duty to make reasonable adjustmentsProviders must anticipate and remove barriers that put disabled learners,teachers and other staff at a substantial disadvantage compared withnon-disabled peers.See sections 20 and 21 of the Equality Act.3. Public sector equality duty (PSED) (where relevant)Publicly funded providers must have due regard to eliminatingdiscrimination, harassment and victimisation, advancing equality ofopportunity, and fostering good relations between people with andwithout protected characteristics.See section 149 of the Equality Act.Inspectors’ duties under the Equality ActInspectors must themselves comply with the act in their role, includinghow they carry out inspections. This includes the following duties:1. Prohibited conductInspectors must not discriminate in how they carry out inspections orinteract with providers, learners, staff or the public.See part 3 of the Equality Act.2. Duty to make reasonable adjustmentsInspectors must make reasonable adjustments for disabled peopleinvolved in an inspection (for example, staff, learners and parents) toensure fair participation.See sections 20 and 21 of the Equality Act.3. Public sector equality duty (PSED)Inspectors must have due regard to the public sector equality duty whencarrying out inspection processes – that is, in planning, delivering, andreporting on inspections.See section 149 of the Equality Act.Evidence or allegations of discrimination and/orbreaches of the Equality ActOn all inspections, if inspectors witness or find evidence of behaviour byleaders and staff that does not comply with the act, or think there mayhave been a breach of the act, they will refer this to the duty desk, whichwill seek legal advice as required.Specific circumstances where equalities must beconsidered in education settingsInspection focus on protected characteristicsOur inspection toolkits set out our focus on how well providers ensurerespect for the different protected characteristics, and (except for initialteacher education (ITE) providers) promote an age-appropriateunderstanding of the protected characteristics in the Equality Act.If inspectors identify that a provider has not followed the relevantstatutory or non-statutory guidance, teaching about the protectedcharacteristics in an impartial and age-appropriate way where there is aduty to do so, or is not fostering respect for them, they should contactthe duty desk, who may seek advice from policy and/or legal teams.They must record this in their evidence base and report, explaining howit has influenced their grading.Inspectors should also contact the duty desk if they need furtherguidance.Inspection approach: Supreme Court ruling on themeaning of sex in the Equality ActThe UK Supreme Court ruled on 16 April 2025 that the definition of sexin the act should be interpreted as ‘biological’ sex only. This means that,for the purposes of the act, a person’s legal sex is the one that wasrecorded at their birth. According to the ruling, obtaining a GenderRecognition Certificate (GRC) does not change your legal sex for thepurposes of the act.In line with good safeguarding practice and to protect the privacy anddignity of all pupils, it has long been the case that schools must providesingle-sex toilets and changing facilities in line with the legislativerequirements and their safeguarding duties. For other settings, such asfurther education and skills and ITE providers, similar requirementsapply under workplace regulations, including to provide single-sex toilet,changing and shower facilities (where changing and shower facilities arerequired). In anticipation of potential future guidance from the Equality and HumanRights Commission (EHRC), Ofsted and the relevant governmentdepartments are working closely together on this area of policy and will,respectively, provide any necessary guidance to providers or updates tothe inspection framework.Published 5 November 2025Get emails about this pagePrint this pageExplore the topicInspection and performance of schoolsServices and information Government activityIs this page useful?YesNoReport a problem with this pageBenefitsBirths, death, marriages and careBusiness and self-employedChildcare and parentingCitizenship and living in the UKCrime, justice and the lawDisabled peopleDriving and transportEducation and learningEmploying peopleEnvironment and countrysideHousing and local servicesMoney and taxPassports, travel and living abroadVisas and immigrationWorking, jobs and pensionsDepartmentsNewsGuidance and regulationResearch and statisticsPolicy papers and consultationsTransparencyHow government worksGet involvedHelp  Privacy  Cookies  Accessibility statement  Contact  Terms and conditionsRhestr o Wasanaethau Cymraeg  Government Digital Service All content is available under the Open Government Licence v3.0, except where otherwise stated© Crown copyright

Equality duties on education inspection

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