Notice: 1 April 2021

A round-up of news, guidance and key updates for education settings.

Included in this update

Director Update

Dear Colleagues,

Welcome to the last noticeboard of this term and wow what a term it has been!  Can I thank you all for your incredible efforts.  You truly have been exceptional and navigated expertly through unchartered waters.  Our early years settings have done a fantastic job to stay open throughout this difficult period.  I know since schools and colleges fully reopened that some have had positive COVID cases and we will work with you to support at those times, but numbers are greatly reduced and it has been a joy to see your children and young people engaging and clearly enjoying their time back at school.  Don’t just take my word for it, our children and young people have told us too, please do check out their video below.   

There is a bumper edition of the noticeboard today, clearly as we come out of the COVID cloud activity that has been waiting in the wings is starting to emerge.  We know that development and innovation needs to be well considered in light of your current priorities, which is first and foremost to settle children back into their learning, but there is strategic work for us to focus on.  Very recently you will have heard about concerns regarding sexual abuse in schools.  Please take a look at the article below on this which includes yesterday’s press release from the DfE, information about the new national NSPCC hotline and reminders about our local processes for reporting concerns.  Safeguarding policies and procedures will rightly shine as a key focus over coming weeks and months, although I know we have always taken our individual and collective safeguarding responsibilities very seriously.  We will keep you updated when new announcements are made.

In local news we are pleased to share that the new Kickstart scheme (a national employment initiative, not to be confused with our Kickstart provision) has been a huge success, with more than 70 people applying for the first 16 roles! More roles will be advertised with a view to start in May, this scheme supports young people to gain meaningful work experience to support them on their future career.

Over the holidays there are a variety of activities taking place to encourage families to stay local, please do share the article ‘Happy, Healthy and Active Holidays’ with your parent/carers.

Finally I wish you all a restful Easter and I look forward to seeing you in the summer term.


Simon Wellman
Director: Education and Skills

How It Feels To Be Back At School

Here's what children have enjoyed since being back at school.



Telford & Wrekin Council celebrates huge success of new Kickstart jobs scheme for young people

Just weeks into its new Kickstart employment programme for young people, Telford & Wrekin Council has already filled the first 16 roles and is preparing for 25 more.

Over the course of this year the Council will offer 100 employment opportunities to young people across the borough.

More than 70 people applied for the first 16 roles and were offered support from the council’s Job Box service with applications and interview tips – including online training support.

Cllr Shirley Reynolds, Telford & Wrekin’s Cabinet Member for Children, Young People, Education and Lifelong Learning, said: “Kickstart has proved to be a fantastic initiative and we are proud to support it.
“We are helping get young people back into work at this incredibly difficult period, a year on from the start of the first COVID lockdown. We are delighted to be able to announce that there are more opportunities on the horizon.”

The Council will be advertising 25 new roles from end of this month with a view to starting work in May. The roles include Climate Change and Sustainability Assistant plus Project Officers in Adult Social Care/Mental Health.
In total 100 employment opportunities will be offered in 2021, with further roles set to be advertised in July, September and November.

Council partners Idverde and Balfour Beatty are also taking part in the initiative, employing Kickstart recruits.
Balfour Beatty spokesman David Albert said: “As a new initiative, we weren’t sure of how it was going to work, however all those involved in the Kickstart initiative have guided us and advised us superbly. Throughout, the process has been slick and efficient and the calibre of those being matched to the positions has been great.
“We have been impressed with those that have joined the team; they’ve shown enthusiasm, creativity and a keenness to make an impact on projects which is already beginning to shape improved internal processes. So much so that we’ve re-visited where else we could provide an opportunity to 16-24yr olds in the local area. We are looking forward to our continued involvement in the scheme.”

Telford & Wrekin Council has led the way in Shropshire with the Government’s nationwide £2 billion Kickstart scheme.

The aim is to give young people the chance to learn new and transferable skills as well as provide access to online employability learning portals. The intention is that all Kickstart employees will gain valuable real and meaningful work experience by the time they finish the programme, supporting them on their future career journeys.

The Kickstart scheme was announced by the Chancellor, Rishi Sunak, as part of his Plan for Jobs. It enables employers to offer six-month job placements for 16-24-year-olds claiming Universal Credit and at risk of long-term unemployment, with their wages paid by the Government for up to 25 hours per week.

Sexual Abuse in Schools

You will be aware that the Government have set up a schools abuse helpline and announced an immediate enquiry into allegations of sexual abuse in schools in response to thousands of allegations from students on the ’Everyone’s Invited’ website. 

There are a number of things that schools and DSL’s should consider in relation to this.

Firstly, the Child Protection and Safeguarding Policy needs to be amended to reflect the NSPCC helpline details.   

The dedicated NSPCC helpline number is 0800 136 663 and is live from Thursday 1 April 2021.   This helpline is to support potential victims of sexual harassment and abuse.  Run by the NSPCC it aims to provide advice and support to both children and adults who are victims of abuse in school. It will also include how to contact the police to report crimes.  The advice line is also available to support professionals and parents.

Schools should also consider how the information about the helpline is shared and made accessible to your pupils, students and wider school community. 

The template Child Protection and Safeguarding Policy has a clear section on Peer on Peer Abuse and on Managing Sexual Violence and Sexual Harassment and has links to the statutory guidance.  Those links are included below for easy reference.

Schools need to assure themselves that their policy is reflected in practice and that they can evidence this. 

When the template policy was issued in September, schools were advised to ensure that they had policies and procedures in place to supplement the Child Protection and Safeguarding Policy around a number of areas.  In particular, in relation to this, the advice was to ensure that the school has a Peer On Peer Policy in place.  This should encompass how you deal with bullying, physical abuse, physical harm, sexual violence and sexual harassment, sexting, hazing and up skirting. 

It is important that this policy is clear, robust, tells parents and pupils what you do in your school and how you deal with it. It is also important that it is accessible and easy to find on your website.  The link to the Peer on Peer toolkit is embedded in your policy, but is also below should you need it as a starting point.

Most schools have a DSL who has received training on this issue from the Education Safeguarding Team either as part of their DSL refresher cycle, Newly Appointed DSL training or through a standalone training session.   We would advise that schools review how that has been disseminated to staff as a result of that training and what the impact has been.

Are you confident that your staff can recognise it and know what to do to respond to it?

Schools must follow Part 5 of Keeping Children Safe in Education and the DfE guidance on Sexual Harassment and Sexual Violence in relation to this.  The section should be read in full but the key stages of the process are summarised below.

Remember that the first stages are crucial and no school should assume it would not happen here.

Stage 1:

Pre-planned risk assessments in place
Training for staff on how to report incidents
Training on how to manage reports
Peer on peer policy in place

Stage 2:

Victims are reassured, supported and kept safe
Record the concern
Inform the DSL if not involved in the initial report.

Stage 3:

Risk assessment for victim
Risk assessment for alleged perpetrator
Risk assessment for all other children involved

Stage 4:

DSL considers wishes of victim, nature of the incidents, ages of the children, development stages of the children, any power imbalance of the children, any history of incidents, any ongoing risks and any wider context

Stage 5:

Initial consideration of children sharing a classroom and/or having direct contact in school
Initial consideration of contact between children travelling to and from school

Stage 6:

Consider the options to manage the report, including manage internally, early help, referral to children’s social care and report to police

Stage 7:

Consider bail conditions
Manage delays in the criminal process

Stage 8:

Safeguarding and support the victim and perpetrator as part of the ongoing response

This issue is likely to be a key focus for inspection. If your school has been involved in any complaint that the Education Safeguarding Team have shared with you from OFSTED you should be aware that this might be revisited within an inspection.  

It is equally important to review your own internal data in relation to this area.

  • What reports have you received? 
  • How have they been acted upon? 
  • How have victims and perpetrators been supported? 
  • What is your data telling you?

A key question will be how you know whether pupils and students are confident in reporting abuse. This should be part of the S157/175 audit process and schools should be able to evidence how they ensure that the culture in school enables reporting.  Schools are frequently advised to monitor Parent View regularly and should be checking it regularly if you do not do so already.

Finally the information above relates to the management of reports of abuse. When schools are considering this area it is crucial that it is seen as part of your whole school culture and ethos. This includes how it is embedded into your wider curriculum including RSE, PHSE and Citizenship and Online Safety.

For your reference we have included the following links which are all within your Child Protection and Safeguarding policies:

Press release: Government launches review into sexual abuse in schools

World Autism Awareness Week

World Autism Awareness Week is taking place from Monday 29 March 2021 to Sunday 4 April 2021.

Information and resources can be found on the National Autistic Society website.

World Autism Awareness Week

These include:

  • Join Christine McGuinness and sign up for a Super 7 Challenge.
  • Download social media images to show your support
  • Challenge your family, friends or yourself with an Autism Awareness Quiz.

Take a look at the resources for schools including:

  • Early Years Resources.
    Daisy and Ollie film and activities.
  • Primary Resources.
    The Trummies five rules and film and activities.
    Meet the Trummies film
    Primary Assembly
  • Secondary Resources
    Talia Grant’s Q&A film
    Alex’s film
    Secondary Assembly

World Autism Awareness Week – Resources for School

Educational Psychology Team – Telford & Wrekin

In the articles below the Telford & Wrekin SEND Educational Psychology Team would like to share some of the activities, services and support that are available for families in Telford & Wrekin.

  • Successful transition planning from primary to secondary for autistic children
  • Supporting Parents of children with ASD - A Partnership between the Educational Psychology Service and PODs
  • SCERTS - an evidenced-based and highly effective form of assessment and intervention for children and young people with ASD and Communication and Interaction challenges

SEND Local Offer - Educational Psychology Service

Successful transition planning from primary to secondary for autistic children

It is already known that the changes accompanying the primary to secondary transition can be challenging for all young people, but may be particularly difficult for those with autism. A bigger school with a higher number of students shifts the emphasis towards relative ability and competition rather than a focus on effort and improvement, and an individual’s relationship with their teacher is often less personal. Preference for routine and a relatively low sensory stimulation (i.e. away from noise and crowds) is often at odds with the busy mainstream school environment, potentially making it a very stressful place for students on the autism spectrum. Despite the challenges, many autistic children do make a successful transition into mainstream secondary education and the value of making a positive, coordinated transition from primary to secondary school, and of overcoming associated challenges, can have a long term positive impact, particularly when encountering future transitions (e.g. to Further Education).

1. Bespoke transition plans are essential for many young people with autism.

School staff from primary who know the child well will already be thinking carefully about how to meet their unique and individual needs during the transition, including individual visits to their new school, photos of key staff and developing supportive relationships with peers. All of this is known to significantly reduce associated risks. It would be helpful for the child to meet and begin to build a relationship with key support staff that they’ll be working with before the end of the summer term, including any TAs/LSAs who will be supporting them, and the school SENCo. It would also be helpful for key staff from primary to meet and liaise with key staff at secondary and ensure the efficient transfer of relevant information about each child is made.

2. Parents, carers and students should be involved in planning transitions and given enough time to acquaint themselves with the new school and key members of staff.

It will be important for the child’s new school to establish a working partnership with their parents/carers. Often parents can tell staff about anxieties and potential challenges before they occur. It is helpful if parents/carers can take part in transition days.

In addition, research substantiates the notion that keeping parents and carers involved in the process, and remaining vigilant to social vulnerability and (potential) difficulties with peer relationships, are additional requirements for a smooth transition.

3. Schools should train all staff in autism awareness so that students can feel more accepted as part of the learning community.

​Professional development and training should be integral to a school's provision for SEND. This means being pro-active. Taking time on the first day in September to highlight the needs and provision for individual students is a good way for SENCos to give all staff a clear understanding of their responsibilities. Telford & Wrekin EPS and the LSAT team offer high quality training and guidance from the Autism Education Trust to all schools in the authority.

4. Schools must not neglect the social and emotional aspect of transition, and its impact on a young person.

​It will be important for staff at the child’s new school to take time to understand their specific anxieties and address them individually.

Embracing difference and diversity throughout will allow the SENCo and other staff to get to know each autistic child as a unique individual, which in turn will allow a better accommodation of their needs.

If transitions are managed well, young people with autism can quickly feel a sense of belonging in their new school, which will shape a positive experience of education as they begin the next phase in their journey into adulthood.

Dr Jane Park
Educational Psychologist

Further Reading

Hebron, J. (2017). The Transition from Primary to Secondary School for Students with Autism Spectrum Disorders. In Little, C. (Ed.), Supporting Social Inclusion for Students with Autism Spectrum Disorders (pp. 84-99). London: Routledge.
Morewood, G. D., Humphrey, N. and Symes, W. (2011). Mainstreaming autism: making it work. Good Autism Practice Journal 02.12.11, 62-68

SEND Local Offer - Educational Psychology Service

Supporting Parents of children with ASD - A Partnership between the Educational Psychology Service and PODs

A new partnership has emerged which involves educational psychologists working directly alongside parents of school-aged children identified with, or undergoing identification of Autism Spectrum Disorder (ASD).  This is within the context of parents reporting being uncertain about ASD and how to support and ‘parent’ their child. 

The Joint Strategic Needs Assessment (JSNA 2020) states –

‘The number of children and young people diagnosed with ASD and Social, Emotional Mental Health issues has increased and related to this, parents report difficulties with managing their child’s challenging behaviour. Locally this is a key reason for exclusions and admission to hospital and residential care.’

The Educational Psychology service (EPS) will facilitate 2 monthly parent groups.  In order to support parents, there will be daytime and evening sessions hosted by a fully qualified EP.  Each group will contain a maximum of 10 members in order to allow parents the opportunity to talk, share and raise questions.  The EP will facilitate the group using methods that have been shown to be effective in encouraging group participation and problem-solving discussions.  As an example, the ‘Solutions Circles’ method utilises group ‘expertise’ and experiences to listen to peers and support them, combining parental experiences with psychology.  

It is intended that this collaborative and co-produced partnership will aim to increase parental confidence and competence around school-aged children with ASD.  The sessions are also intended to address the mental health of young people with ASD by offering them indirect support through their parents/carers within the safety of their own homes and furthermore, their place of being ‘true’ to themselves.  The support aims to reduce the numbers of exclusions, as well as the numbers of students being electively home educated.  The partnership will aim to support inclusion within schools and local communities through the strengthened role of parents/carers and their ability to support and encourage young people to attend schools and engage in activities within their local areas. 

Referrals to the groups will be managed by PODs and are free.  The process of raising awareness of the sessions has begun by PODs (Parents Opening Doors) sharing the flyer with their parent members.  Whilst schools cannot refer parents to the group directly, they can highlight the existence of the groups to parents. 

PODs (Parents Opening Doors)

SEND Local Offer - Educational Psychology Service

Michael Lane
Senior Educational Psychologist
Telford & Wrekin Educational Psychology Service

SCERTS – an evidenced-based and highly effective form of assessment and intervention for children and young people with ASD and Communication and Interaction challenges

Often when we are discussing children who have autism we can find ourselves talking about ‘what do they need to do or learn next?’ and this usually produces a list of things we can identify that they are not yet able to do, and targets we can then set and work towards.

What we often miss though when having these discussions is the reflections on why the child we are discussing is not yet able to do those things, or isn’t motivated to learn those things, in that way, at that time, and therefore what we really need to do is figure that out first, and then plan together from there, focusing on what is important for that child and what we know will support them.

SCERTS (Social Communication Emotional Regulation Transactional Support) is an assessment and intervention framework which allows collaborative planning, focusing on the young person’s strengths and areas of ‘need’.  It aims to identify the highest areas of importance for that child’s development in order to inform what we should focus on next.  It is highly evidenced-based and this means that there have been many data obtained from the process leading to highly informed interventions.  It will co-exist alongside school-based systems that you may have, for example, AET training already in existence across Telford & Wrekin.

SCERTS - Social Communication (SC), Emotional Regulation (ER) & Transactional Support (TS).

Social Communication – Children with autism are not socially motivated in the same ways as more typically developing children. This leads to a lot of missed opportunities for learning, as well as possible social isolation, and the emotional difficulties associated with that. SCERTS therefore focuses on a careful assessment of the development of social communication, and together with the people who know the child best, the lead SCERTS practitioner, develops an understanding of how the child is currently using social communication, and how we can build on that to help them expand their skills and engage in the social world.

Emotional Regulation – Children with autism can often find the challenges of the social world confusing, demanding, anxiety provoking and stressful. We know that supporting children to understand and manage their emotional responses so that they can be calm, happy and engaged is central to their learning and wellbeing.

Transactional Support – We know that children with autism need responsive adults and a supportive environment and curriculum to ensure that they can build their communication skills, and remain regulated within a variety of settings, to ensure they can access all the learning and social opportunities available.

In Telford we offer the use of this SCERTS framework to approach the understanding, planning, and monitoring of the progress of the needs of children with autism. It is a collaborative approach and would involve an educational psychologist leading a plan for multi professional observations, across different settings, use of the SCERTS assessment tools, and a collaborative planning session using an appreciative enquiry approach (building on the child’s strengths) involving the child’s family and all the professionals involved.

If this approach sounds useful for a child in your setting, and you would like to know more please contact the EP for your school, or myself directly, on the email below, and we’d be happy to explore how we could use this positive framework to support children and young people with autism in your school and settings.

Dr Claire Mcguiggan
Principal Educational Psychologist

Contact tracing over the Easter holidays

Information from the Department for Education (DfE)
Please note, additions in bold have been added for local context.

To support the NHS Test and Trace process, we have asked that staff are available for the first 6 days of the Easter holiday to fulfil necessary contact tracing responsibilities. This means that if your setting finished face-to-face education on Thursday 1 April 2021, you should remain available for contact tracing purposes up to and including Wednesday 7 April 2021. There is no expectation to be on-call after this point.

We have asked that staff, students, parents and carers only inform you of a positive case if either symptoms or a positive home LFD test occurred within 2 days of them being at their education setting or have tested positive by PCR in the absence of symptoms within 48 hours of being in the educational setting. Where this is the case, you are asked to assist in identifying close contacts and advising self-isolation, as the individual may have been infectious whilst in their education setting.

Where symptoms or a positive home LFD test occurred more than 2 days since the person was last at their education setting, this does not need to be reported to you and contact tracing by the education setting is not required. Where this is the case, staff, students, parents and carers should follow contact tracing instructions provided by the health protection hub or NHS Test and Trace.

Staff responsible for contact tracing are not asked to be on-call at all times and may designate a limited period in the day to receive notification of positive cases and advise close contacts to self-isolate (this can be done by text or email). If you would like advice or support on the action to take in response to a positive case, please contact the DfE helpline on 0800 046 8687 and select option 1.

The health protection hub is working throughout the Easter holidays please email  if you need any assistance

Re-introduction of confirmatory polymerase chain reaction (PCR) testing for positive lateral flow device (LFD) tests at assisted testing sites

Information from the Department for Education (DfE).
Please note additions in bold have been added for local context.

From the 31 March 2021, NHS Test and Trace is reintroducing confirmatory PCR testing for positive LFD tests conducted at all assisted testing sites, including schools and colleges. This means that all staff, pupils and students who get a positive LFD test, whether at home or supervised at their school or college, should get a confirmatory PCR. The PCR test should be booked immediately either online or by calling 119 and should be undertaken within 2 days.

Staff, students and pupils who had a positive LFD test result, and their close contacts and other members of their household, should self-isolate immediately in line with NHS Test and Trace guidance and while awaiting the PCR result. If the PCR test is negative, it overrides the LFD test and the staff member, pupil or student can return to school or college, and their close contacts can end their self-isolation. Please email the  as normal to advise of positive LFD’s and PCR’s they will then be able to assist you to determine any further action needed by the school

In January, when the prevalence of the virus in England increased, NHS Test and Trace temporarily paused the requirement to do confirmatory PCR tests for positive LFD tests that were conducted at an assisted testing site. This followed advice from PHE that, when coronavirus (COVID-19) prevalence rates are high, the performance of LFD tests and PCRs are broadly comparable and expected to be indistinguishable when used at test sites, significantly reducing the need for routine confirmatory testing.

PHE and NHS Test and Trace have kept this pause under review. As prevalence of the virus in England is now low, confirmatory PCR testing will also help to minimise the chances of false positives.

All existing protective measures set out in the schools operational guidance and further education operational guidance remain important and the need for these is not lessened. A negative PCR or LFD result should not be read as a means to relax or ignore social distancing or other virus prevention measures intended to reduce transmission – rapid testing is an additional tool that contributes to reducing risk.

To increase our preparedness and heighten our defences against new variants, NHS Test and Trace has backed new technology, known as ‘genotype assay testing’, which could halve the time it takes to identify if a positive coronavirus (COVID-19) test contains a variant of concern. This will allow positive cases to be traced sooner and stop the spread of variants in the UK. Genotype assay testing is compatible only with PCR tests. The government has reintroduced confirmatory PCR testing for positive LFD test results in England to detect the maximum number of cases with variants. Confirmatory tests are used to validate the result of the initial rapid test.

Please see PHE’s blog on COVID-19: reintroducing confirmatory PCR testing for further information.

Ofsted inspection arrangements for the summer term

Information from the Department for Education (DfE)

Ofsted has set out plans for its inspections for the summer term, in advance of an intended full resumption of its programme of routine, graded inspections in September. For the rest of the summer term, inspection activity will mainly be on site.

The plans cover inspections of maintained schools, academies and independent schools, further education and skills providers, early years and initial teacher training.

Further information is available in the guidance on Ofsted: coronavirus (COVID-19) rolling update and the announcement on full Ofsted inspections expected from September.

Policy Paper - Pupil premium

The government is giving schools extra funding to help improve outcomes for disadvantaged children and other pupils who need extra support.

This is for:

  • parents with children in primary or secondary schools
  • anyone with an interest in the pupil premium or disadvantaged children

It explains how the government:

  • is supporting schools to close the attainment gap between disadvantaged pupils and their peers
  • expects schools to use the pupil premium
  • holds schools to account for their decisions

Policy Paper - Pupil Premium

Information for secondary schools on the summer schools programme

As part of the wider recovery package to support children and young people of all ages in catching up on missed learning and development due to the pandemic, £200 million has been made available to secondary schools to deliver face-to-face summer schools this year. The Department for Education encourages as many schools as possible to take part. 

You are free to identify the pupils most in need of a summer school, although we recommend a focus on incoming year 7 pupils. Pupils leaving primary school this year may have missed a significant proportion of key stage 2 face-to-face teaching and therefore missed valuable preparation for secondary education. 

Your school’s individual funding allocation will be published after the Easter holidays. Funding is calculated on the basis of 50% of a school’s year 7 cohort being offered a place on a two-week programme, or 100% of the cohort being offered a week-long programme. This funding equates to £597 per two-week place, or £1,791 per place for pupils in special schools or units and alternative provision. 

We will ask your school to sign up by the end of April using a short online form to indicate if you intend to run a summer school. You will then be asked to confirm your decision in June and provide more information about your plans, including how many pupils have been invited. In September, you will be asked to confirm that the summer school has taken place and provide information on the pupils who took part. 

Further information is available in our guidance on the summer schools programme and any questions should be directed to

Attendance and provision for the year 11 and year 13 exam cohort for the 2021 summer term

Many schools usually incorporate a period of independent study leave in the summer term for year 11 and 13 pupils as exams approach. However, this year the needs of the cohort will be different, and a period of independent study leave may not be applicable.

The Department is not changing existing attendance legislation nor mandating provision.

We know that this year, many schools will already have plans in place for the last half of the summer term to support their current pupils. We strongly encourage all schools to maximise opportunities that meet the progression needs of their pupils during this period and have set out a list of valuable activities in the schools coronavirus (COVID-19) operational guidance (Annex B).

Check if your school still has laptops and routers to order

Some schools still have laptops and routers allocated through the get help with technology programme. You are encouraged to order these devices so you can support the pupils that need them the most.

To order your full allocation, visit the order devices area of our service.

Laptops and routers become your school’s property at the point of delivery.

Ordering is open over Easter, but deliveries will pause until schools return after the holidays.

If you are experiencing any issues placing your order, please contact our support desk.

National Tutoring Programme: subsidised tutoring available in the West Midlands

All state-maintained schools can access tutoring subsidised by 75% through the National Tutoring Programme, to support pupils who need extra help.

Schools can search for approved NTP Tuition Partners and enquire directly with providers. This includes providers with expertise in both primary and secondary phases as well as special schools and AP settings.

The National Tutoring Programme is running an information session for school leaders where you can ask questions about the programme.

Wednesday 21 April 2021

Register for your place

If you have any questions or would like to discuss the offer before then, please contact

Modified Timetables from April 2021

Thank you to all the schools that have submitted Modified Timetables (MTT) during the last term.  All pupils who do not access a full time offer of education should be subject to a MTT.  We have been so impressed with the lengths schools have gone to in supporting their pupils, particularly those that are considering withdrawing their child from school to EHE.

Schools may be aware that the current MTT protocol was last reviewed in August 2019. This will be reviewed and updated during the Easter holidays and will be circulated to schools at the beginning of the new term.

As you are all aware, school attendance was mandatory from 8 March 2021 and we are so very grateful for all your efforts to re-engage some of our more ‘reluctant’ pupils. We have seen a rise in MTTs since the schools returned on 8 March 2021. Mainly due to schools working with families to re-integrate pupils back into education following a very unsettling year for many.

During recent times, for obvious reasons, it has been acceptable to submit a MTT without parental signatures. However, from the beginning of the Summer term we expect to revert to previous practice of all MTTs signed by parents.  No pupil should be on a MTT without full parental agreement and consent.

Examples of when a MTT is necessary.

  • Pupils who attend the school part time on a short term arrangement (e.g. due to Covid anxiety and the school are re-integrating the child back into full time provision
  • Pupils who access alternative education provision part time and do not attend school at all
  • Pupils who are unable to access full time schooling due to medical conditions

Pupils who access full time provision, e.g. School part time and Alternative provision part time do not need to be subject to a MTT.

Pupils who are not accessing a full time offer between school and Alternative Provision should be on a modified timetable.

The LA have a statutory duty to record details of all pupils who do not access full time provision, these details and the associated data is monitored and regularly reviewed. The LA cross reference the details against the MTTs submitted. The LA will contact schools to request MTTs and will return incomplete or unsigned documentation from the beginning of the summer term.

Completed MTTs should be submitted to

Please contact us by email if you have any further enquiries:
Or, by phone: 01952 385220

School Admissions – New ICT System

In July the school admissions team will be rolling out a new ICT system specifically designed for school admission allocations.

The start of the roll out will be for in year applications, followed by allocations for the normal transition rounds for secondary, primary and infant/ junior transfer over the 21/22 academic year.

This should improve the efficiency of how in year and transition round applications are processed for both schools and the admissions team.

We will keep you updated when we know more and will be there to support schools going forward with any questions.

More information will be released by the Admissions Team.

School Admissions - Applications for overseas children

Following discussions with schools we wanted to send a reminder of the guidance that has been issued around children moving from overseas. 

School admissions have information published on their website.

For more detail please use the link below to familiarise with how LA’s and schools should process applications from children moving from overseas.

School admissions: applications for overseas children - GOV.UK

The key message is that a local authority, admission authority or school must not deny a child a place, or remove him or her from the school roll.

New Early Years Foundation Stage Framework Published and supporting vodcasts

The new EYFS (Early Years Foundation Stage ) statutory framework has been published and legislation laid in Parliament. This is the revised and final EYFS framework that all registered nurseries, childminders, schools and pre-schools in England will follow from 1 September 2021.
Early year’s settings, other than registered EYFS reforms early adopters (who must continue to follow the early adopter framework) must continue to follow the current EYFS framework until 1 September 2021, however the revised framework is being made available for all settings now to help them prepare for the changes.

There are also a number of small amendments to section 3 safety and welfare to make existing requirements clearer and to provide updates. A summary of these amendments and why they have been made can be found in the document: Changes to the Early Years Foundation Stage (EYFS) framework - section 3.

A vodcast for Senior Leaders and Heads: Foundation Years vodcast: Understanding the revised EYFS - headteachers & senior leadership - YouTube

A vodcast for PVI and Childminders: Foundation Years vodcast: Understanding the revised EYFS - PVIs & childminders - YouTube

Updated Guidance: Actions for early years and childcare providers during the coronavirus (COVID-19) outbreak from 29 March 2021

The Early Years Guidance has been updated on shielding for staff and children; asymptomatic testing; test and trace payments for parents; parents and child groups; educational visits; and resuming Ofsted visits.

 Actions for early years and childcare providers during the coronavirus (COVID-19) outbreak

Early Years and Childcare Spring Term 2021 Newsletter

Please download the Early Years and Childcare Spring Term 2021 Newsletter.

For more information please contact us by email at:
Or, by phone: 01952 385423

Early Learning and Childcare Partnership Hubs

Currently 8 Early Learning and Childcare Partnership Hubs operate across Telford and Wrekin.

What does Ofsted say about good partnership working:-

We found various views on the definition of school readiness and whether the term refers to readiness to start school on entry to Year 1 or at the start of entry into Reception. Where providers had developed close partnerships they were more likely to have developed a localised mutual understanding of what was expected in terms of children’s readiness at the time of transfer. Defining what school readiness means is an essential factor in ensuring that children can be well prepared for starting school.’

‘Are you ready? - Good practice in school readiness.’ HMI report

Why join or establish and Early Learning and Childcare Partnership Hub?

Early Learning and partnership hubs have been proven nationally to improve the outcomes for children and their families through:

  • Improving the quality of provision – enabling practitioners to share best practice e.g. through moderation, sharing approaches to learning and development.
  • Securing a more seamless transition into reception class.
  • Sharing information e.g. resources, training, expertise.
  • Strengthening respectful relationships to enable professional challenge to take place.
  • Facilitating the opportunity for blended childcare to enable schools and settings to share the task of providing 30 hours early learning and childcare for eligible working families, thus providing parents with a bespoke childcare and early learning service to meet their individual needs.
  • To develop wraparound and holiday care for school age children meeting the needs of working parents across the year.
  • Supporting the most vulnerable children, identifying needs, improving transition, sharing expertise and support.

To find out more about the Early Learning and Partnerships Hubs including the dates for the next meetings, please take a look at the Talking training website.

Download the Early Learning and Childcare Partnership Hub leaflet

SEND News – March 2021

View the SEND News for March 2021 – included this time:

  • Newsflash – Shielding Guidance and Supported Internships Returners Announcement
    Updated information related to Shielding and Supported Internships.
  • SENCo Network Meeting – Thursday 22 April 2021
    Find out more about the theme for the next SENCo Network Meeting.
  • Voices Co-production Project – Next Steps
    An update on the Voice Co-Production Project, the full report to download and the next steps to develop a co-production charter.
  • Coming Soon – SEND Drop In Sessions
    We are looking at introducing regular SEND Drop In sessions for each area once a term, take a look to find out more.
  • Congratulations – Phase Transitions
    Thank you to all schools for your support in helping us to achieve 100% on the phase transition to name a school placement in EHC Plans!
  • Handwriting: a whole-school approach to supporting children with SEND
    Training course looking at handwriting development and good practice for developing handwriting skills.
  • Teaching Children with SEND – meeting the needs
    This new and innovative course is designed to provide skills and knowledge to all teachers, at any point in their career.
  • Face covering in classrooms – advice and strategies to support
    The use of face coverings presents significant challenges to children and young people with sensory impairment. It can impact on their access to learning and affect social interactions.
  • IASS Newsletter
    Available to download is the latest newsletter from the IASS service, find out about the support and advice available for settings, parent/carers and young people.
  • Consultation launches to seek views on five-year strategy for residents with learning disabilities
    A consultation has been launched by Telford & Wrekin Council to get people’s feedback on a borough-wide five-year strategy on the future of care for adults with learning disabilities
  • Telford 16-19 Website – Post 16 Prospectus
    The Telford 16 - 19 prospectus has information on the post 16 offer in Telford & Wrekin.
  • SEND Parent/Carer News
    Would you like to sign up to receive the SEND Parent/Carer newsletter direct to your Inbox, if so please visit the SEND Local Offer Parent/Carer News, follow the link and enter your email address. 

SEND News – March 2021

We would love to hear any feedback about the SEND News pages and we would like to work with you to develop the pages further.

  • What would you like to see featured on these pages?
  • What type of articles do you enjoy reading?

To share your feedback please contact us by email:

SEND Parent/Carer News – March 2021

Please share the link with your parent/carers to the SEND Parent/Carer News – March 2021.

Updates and information for Parent/Carers on:

  • SEND Parent/Carer News
    Would you like to sign up to receive the SEND Parent/Carer newsletter direct to your Inbox, if so please visit the SEND Local Offer Parent/Carer News, follow the link and enter your email address. 
  • SEND NEWSFLASH Open letter from the Parliamentary Under-Secretary of State for Children and Families
    Please download this letter from Vicky Ford, the Parliamentary Under Secretary of State for Children and Families.
  • Communication meetings with Parent Carer Forum (PODs) and Telford Information Advice and Support Service
    Highlights from the Communications meetings with PODs & IASS, including a review of the feedback that has been provided since March 2020.
  • Local Offer – Refresh Plans
    Find out more about the plans for developing the Local Offer and how you can share your views.
  • What’s New on the Local Offer?
    Find out about the new pages added to the Local Offer and any updates that have been made.
  • Voices Project – Next Steps
    Update on the Voices Co-production project with the full report available to download.
  • Guidance for Parents and Carers on supporting children and young people’s mental health and wellbeing during the coronavirus (Covid-19) pandemic
    Advice for parents and carers on looking after the mental health and wellbeing of children or young people during the coronavirus pandemic.
  • Consultation launches to seek views on five-year strategy for adults with learning disabilities
    A consultation has been launched by Telford & Wrekin Council to get people’s feedback on a borough-wide five-year strategy on the future of care for adults with learning disabilities.
  • Telford 16-19 Website – Post 16 Prospectus
    The Telford 16 - 19 prospectus has information on the post 16 offer in Telford & Wrekin.
  • Learn Telford - Learning on Prescription
    Learn Telford are providing free wellbeing courses online.

SEND Parent/Carer News – March 2021

For more information please contact:

Sensory Inclusion Service Newsletters

Available to download are the newsletters from the Sensory Inclusion Service.

More information about the Sensory Inclusion Service can be found on the SEND Local Offer.

Careers and Employment webinars from Capgemini

A list of the latest series of Capgemini webinars and an updated calendar until the end of April. You will see that on Monday 12 April 2021 we have Billie Major who leads the business speaking; she will share her story, so that might be a good local one!

There are notes about the students who might benefit the most from the session but all are welcome.  The main target group are young people who are year 11 and above (even into first year University or on some kind of gap year).  Teachers & career leaders are welcome!

A couple are in the Easter holidays and the rest are after school

Capgemini will be running these sessions until the end of April.  In June they will be looking at some of the challenges that young people will face and intend to have a focus on year 11 and year 13s, they are working on our plans now and will share when these are confirmed.


This is a series of one hour webinars designed for young people in year 11 and above, we focus on one of these three key aspects:

  • Employability skills
  • Career Journeys
  • Market knowledge (this might be better thought of as examples of the theory that a business student might learn or students might be interested in the industry)

All our welcome including alumni, teachers etc.  The web link has more details and the schedule and everything is either during the holidays or after school.

Capgemini - Learnathon

Capgemini will be running these sessions until the end of April.  In June they will be looking at some of the challenges that young people will face and intend to have a focus on year 11 and year 13s,  working on our plans now – given the situation this is a little bit of a moving feast!

31 March 2021 - Non Tech roles

This one is a little unusual for us because everyone knows us for our brilliant technologists (and tech engineers) but we employ the most fabulous support people to ensure the company runs well, so our technologists and consultants face off to clients. 

Not everyone knows what they want to do when they leave school/college, you might know that you don’t fancy continuing to study but beyond that you don’t need to decide right now.  If you have great organisational skills, you can use tech like Teams or Powerpoint and you can get on with others there are amazing opportunities to work in admin centric roles.  So a panel of our senior Executive Assistants will share their career journeys

Ideal for anyone who doesn’t know what they want to do!  Students who have good basic tech skills (like Outlook, Word) and like organising things and talking to others!

Book a place on Eventbrite

12 April 2021 -  Business Leadership

One of our most senior execs Billie Major will be interviewed by graduate Justus Ongunlesi who will grill Billie on her style, managing others, leadership and her journey.  Both Justus & Billie will take some Qs at the end

Ideal for any business or Economics students, those wanting a career in business.

Book a place on Eventbrite

13 April 2021 - Tech Careers

A panel of four Capgemini technologists will talk about working in tech, how to get your foot in the door, and what it is that they do.  If you want to join our industry this will give you a great insight!

Ideal for anyone studying Computer Science or with a passion for technology, would be Capgemini or other tech company apprentices.

Book a place on Eventbrite

21 April 2021 - Tech Engineering

If you want to know more about robotics, AI and devices – a panel of our tech engineers will be talking all things amazing!  So come along and find out what you need to know and do to be part of this industry

Ideal for anyone studying STEM and thinking about Computer Science or Engineering apprenticeship or university.

Book a place on Eventbrite

29 April 2021 – Supply Chain Technology

Making sure that what we need is where we need it when we need it has never been more topical (or important).  The issues around supply chains from the environmental, social and political are hot right now and there is careers and opportunities in this field.  If you want to know, why we ran out of toilet paper and flour a while ago – come along and find out! 

Ideal for students studying Economics or Business Studies, those wanting a career in tech especially apprentices.

Book a place on Eventbrite

CPD courses for school staff, senior leaders and governors

The majority of our courses currently continue to be delivered virtually using Microsoft Teams.  We hope to move towards a more blended approach as the restrictions around Covid 19 begin to be eased, and when it is safe to do so.

Details of all our courses can be found in the CPD Booklet, which is available on the Telford Education Services website.  Unless stated otherwise, the majority of course bookings are made by sending a completed CPD booking form via email to

CPD Course up until 31 May 2021
Taking the Chair - part 4
(GO 504)
Wednesday 21 April 2021 4.30pm to 6.30pm
Safer Recruitment Training Part 1
Book via
Monday 26 April 2021 9am to 12.30pm
Teaching children with SEND - meeting the need
(LSAT 508)
Tuesday 27 April 2021 4pm to 5.30pm
Observing Children in the Early Years Foundation Stage
(EY 011)
Tuesday 27 April 2021 1.15pm to 4pm
Best practice in your breakfast, afterschool and holiday provision
(EY 104)
Wednesday 28 April 2021 9.15am to 12noon
Promoting Cultural Diversity and Equality of Opportunity in EYFS
(CPD 606)
Wednesday 28 April 2021 1.15pm to 4pm
SACRE Conference
Telford & Wrekin Standing Advisory Council for Religious Education (SACRE) 
Thursday 29 April 2021 4pm to 6pm
MAPA - Part 1
(BSAT 201)
Thursday 29 April 2021 8.30am to 4pm
Child Protection Supervision
(SG 203)
Thursday 29 April 2021 9.30am to 12.30pm
Safer Recruitment Training Part 2  
Book via
Friday 30 April 2021 9am to 12.30pm
Creating an Engaging Curriculum  which excites, inspires and develops the learning of EAL pupils
(CPD 716)
Tuesday 4 May 2021 3.30pm to 6pm
Newly Qualified Teacher Development Group: Supporting and Accelerating your Progression  
(CPD 522)
Tuesday 4 May 2021 4pm to 5.30pm
Forest School and Outdoor Learning for Practitioners Working within EYFS
(EY 201)
Wednesday 5 May 2021 4pm to 5.30pm
Raising Awareness of Prevent
(SG 101)
Wednesday 5 May 2021 9.30am to 11am
Raising Awareness of Child Protection
(SG 108)
Wednesday 5 May 2021 3.30pm to 5pm
Meeting the OFSTED requirements for Equality and Diversity for Governors
(CPD 717)
Wednesday 5 May 2021 9am to 12noon
Teaching and delivering outstanding EAL provision for 'new to English'
pupils and advanced bilingual learners in primary schools
(CPD 712)
Thursday 6 May 2021 3.30pm to 6pm
MAPA - part 2
(BSAT 201)
Thursday 6 May 2021 8.30am to 12.30pm
I’m a Brilliant Learner - are you ready for me?
(EY 204)
Thursday 6 May 2021 9.15am to 3.30pm
Recently Qualified Teacher Development Programme (Primary)
(CPD 507)
Thursday 6 May 2021 4pm to 5.30pm
Understanding Mental Health – Using psychological research to understand anxiety and depression
(EPS 202)
Tuesday 11 May 2021 1.15pm to 4pm
Newly Appointed Designated Safeguarding Leads' Training (2 days) - part 1
(SG 102)
Wednesday 12 May 2021 Time TBC
(this may change to face to face delivery)
Developing the role of teaching assistants in supporting SEND
(LSAT 507)
Wednesday 12 May 2021 1.15pm to 4pm
Newly Appointed Safeguarding Governor Induction Training
(SG 103)
Wednesday 12 May 2021 5pm to 7.30pm
Supporting the emotional well-being of children and young people with learning difficulties: A whole school approach
(EPS 208)

Part 1: Monday 10 May 2021
Part 2: Wednesday 12 May 2021

Part 1: 9.15am-12.30pm
Part 2: 9.15am to 12.30pm

Newly Appointed Designated Safeguarding Leads' Training (2 days) - part 2
(SG 102)
Thursday 13 May 2021 Time TBC
(this may change to face to face delivery)
Developing Early Years & Childcare Provision - supporting school sustainability and child outcomes
(EY 113)
Thursday 13 May 2021 9.15am to 12noon
MAPA Refresher
(BSAT 212)
Thursday 13 May 2021 9am to 12.30pm
Assessing and monitoring progress in EAL
(CPD 701)
Monday 17 May 2021 3.30pm to 6pm
AET: Leading Good Autism Practice
(EPS 107)
Monday 17 May 2021 1pm to 4pm
ELSA Conference
(EPS 106)
Tuesday 18 May 2021 9am to 3pm
Effective Support and Supervisions in the EYFS
(EY 306)
Thursday 20 May 2021 4pm to 5.30pm
Designated Safeguarding Leads Refresher (SG 107) Thursday 20 May 2021 2pm to 3.30pm
MAPA - part 1 (BSAT 201) Thursday 20 May 2021 8.30am to 12.30pm
MAPA - part 2 (BSAT 201) Friday 21 May 2021 8.30am to 12.30pm
Teaching children with SEND - meeting the need (LSAT 508) Monday 24 May 2021 4pm to 5.30pm
The role of the key person in the Early Years Foundation Stage (EY 106) Tuesday 25 May 2021 1.15pm to 4pm
SACRE Conference – Part 2
Telford & Wrekin Standing Advisory Council for Religious Education (SACRE) 
Thursday 27 May 2021 9.30am to 3.30pm

Secondary Curriculum Leadership - Leading Learning & Inspiring Others

Severn Teaching School Alliance

Available to download is the flyer for the Secondary Curriculum Leadership programme, Leading Learning and Inspiring Others.

Subject specific training – Summer term 2021 (online) led by Diane Pye

If you lead a specific subject and present information to staff, parents, governors or Ofsted, then this CPD is for you.

Informed by current inspection methodology, this CPD provides crucial information about curriculum thinking, learning, progression and leadership. It will give attendees:

  • an evaluative, inspirational tool and approach for steering curriculum thinking and development
  • prompts for reflecting on practice and sharing key messages about subject content, sequencing and progression
  • a clear steer about Ofsted’s subject-specific deep-dive approach
  • a helpful PPT format to use

Aimed at subject leaders, this CPD provides an easy-to-use structure to communicate the right things to the right people in the right way.

The session aims to build confidence, competence and consistency. It will give attendees key questions to ask and the information to have at their fingertips. Attendees will come away with a presentation to use with staff, governors and inspectors.

 Some of the feedback from the spring 2021 pilot sessions with secondary leaders:

‘Has empowered staff and given them with confidence when completing internal deep dives’

‘A fantastic tool in preparing our thinking as a faculty’

‘An exceptionally thorough and clear session which was informative and incredibly useful’

‘Very useful at all points’

‘’I thought it was great - really valuable’

Course dates and times
Subject Date Time
Science 28 April 2021 1.30pm - 4.30pm
English 11 May 2021 9.30am -12.30pm
Art & Design 13 May 2021 9.30am - 12.30pm

Price per delegate:      £75

To book your place email delegate details including school and email address clearly stating the session you wish to attend to

About Diane:

Diane has over 30 years’ experience in education.

Until 2020, Diane was the headteacher of a Shropshire school, which she led to an outstanding Ofsted judgement in 2017 and an excellent SIAMS church school judgement in 2020.

Since 2014, Diane has carried out school inspection work for Ofsted. She holds the professional qualification for school inspectors (PQSI), is fully trained in the education inspection framework 2019, and regularly leads Ofsted inspections.

Diane has extensive leadership experience in different schools in a variety of settings. Her particular areas of experience and expertise are leadership and management, curriculum development and the Ofsted framework.

Diane leads training events, provides specialist support and carries out school and governance reviews. Diane is also a school improvement partner with the Severn Teaching Alliance and produces national training materials.

Happy Healthy & Active Holidays

Please share this resource with your parent/carers.

Happy Healthy and Active Holidays

Having a happy holiday is definitely what is needed and you don’t even have to leave your local area to have one.

Telford & Wrekin Council have pulled together a range of different activities and suggestions for the Easter break for you and your family to try out.

We have promoted a range of ideas to help you get active, eat well, learn new things, help feel connected, stay well and most of all have some fun.

What’s included:

  • Being active
  • Eat well
  • Cooking
  • Children with Special Educational Needs and Disabilities (SEND)
  • Cycling
  • Outdoors
  • Get creative
  • Story time
  • Wellbeing
  • Support Services

We’d love to hear from you - what you’ve tried and liked! Please share any other ideas you have to get others enjoying more and feeling better.  Use the #HappyHealthyActive and post on the Council's Facebook or Twitter pages.

If you have any queries regarding the Happy Healthy & Active Holiday programme please email us at

Have fun, get active, eat well and learn more.

Art Competition for Schools – ‘The Life of Jesus’

An Art competition is being run by Telford Christians Together, Engage Schools and WelliArt.

The theme of the competition is ‘The Life of Jesus’ and further details are available on the Engage Schools website.

The competition commences 19 April 2021 and the closing date is 21 May 2021.  Winners are being announced Monday 7 June 2021.

A poster advertising the competition can be downloaded from the Engage schools website.



Every week during term time we publish a new update for the education community. It includes essential briefings and specialist information about education.

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