Summer Term 2025

In this edition:

• A message from the Director of Education
• Senior Leaders' Briefing
• Inspection Updates
• Enhanced Service Plan 25/26
• National Curriculum and Assessment Review - Interim Report
• Chair of Governors' Network
• Effective Use of Teaching Assistants - Guidance
• Headteachers Call for Complaints Review
• Admissions
• Governor Briefing: Collective Worship, National Expectations
• Governor Briefing: Spirituality
• Falling Pupil Numbers
• Financial Pressures on Schools
• Governing Boards: Evaluation
• Creative education receives £35 million boost
• New research on improving school attendance
• School Leaders' Conference 25
• Additional Updates

A message from Simone Bennett,

Diocesan Director of Education

Dear Governor Colleagues,

Welcome back to the summer term—I hope that the Easter break gave you the time and space to rest, reflect, and reconnect. The Easter message of hope, transformation and renewal is one that remains with us throughout this season of Eastertide and, indeed, beyond. It reminds us that even amidst challenge, we are people of hope—always looking for the new life that can grow from faithful service and courageous leadership.

As governors, your commitment to your schools continues to be a powerful witness to this hope. Thank you for all the ways you give your time and energy—often quietly and behind the scenes—to ensure our children and young people are nurtured, challenged and deeply valued. Your wisdom and presence on governing bodies really do help shape the direction and ethos of your school communities.

This issue of the Governor Update includes key information for the term ahead, alongside opportunities to deepen your understanding and connect with others in similar roles. We’re especially looking forward to our Senior Leaders’ Conference in November—it promises to be both inspiring and practical, grounded in the realities our schools are facing.

If your school hasn’t yet signed up to the Enhanced Service Plan for 25/26, please can I encourage you to do so?The plan is designed to provide timely, tailored support for your school’s specific needs and it has been developed in close response to feedback from school leaders and governors like you. In a time of tight budgets and rising pressures, we’re proud to offer a service that is personal, responsive, and rooted in our shared Christian vision for education.

As always, thank you for all you do. In this season where nature itself reminds us of growth and renewal, may you too find moments of light, encouragement, and purpose in the term ahead.

Let’s continue to travel hopefully together this Eastertide and I look forward to seeing you at this term’s Senior Leaders’ Briefing, on April 24^th 5 – 6 pm.



God bless.

Simone

Inspection Updates 

SIAMS 

The spring term saw a number of Church schools across our Diocese receive SIAMS inspections—eleven in total. The findings offer insight into how schools are living out their Christian distinctiveness and provide a helpful mirror for governors to reflect on their own school’s ongoing journey.

Identified Church School Strengths

• Across the board, schools are demonstrating evident strength in embedding their Christian vision in meaningful, tangible ways. These visions are not abstract or aspirational—they are deeply rooted in scripture and lived out daily in relationships, leadership, and curriculum decisions. Pupils and staff are flourishing in environments where they are known, valued, and supported to grow.
• Collective worship is a rich and valued part of school life. It is planned with intention, offering inclusive, reflective spaces for spiritual growth. Partnerships with local churches and clergy are proving impactful, deepening the sense of community and enhancing the theological literacy of pupils and adults alike.
• Pastoral care, wellbeing, and inclusion were celebrated features in many inspections. There is a shared culture of dignity and belonging, with staff committed to the flourishing of every pupil, especially those with additional needs or vulnerabilities. Relationships in these schools are consistently described as nurturing, compassionate and empowering.
• Religious Education was recognised for being well-led and thoughtfully structured. Schools are prioritising both theological depth and respectful engagement with a range of beliefs. As a result, pupils are developing strong religious literacy and confidence in exploring big questions.

Emerging Areas for Development

Several themes have emerged as areas for development, offering timely reflection for all schools regardless of their inspection timetable.

• A number of schools are at different stages in developing a shared language of spirituality. While there are strong moments of reflection and awe, many leaders are looking to define spirituality more clearly so that both pupils and staff can better recognise and articulate their experiences of spiritual growth. Governors may wish to attend the Governor Briefing on spirituality on 19th June (see below) for further support with this.
• Some schools are working to strengthen the breadth of their RE curriculum, ensuring that it includes deeper engagement with diversity within religions and worldviews. This is often coupled with the aspiration to increase first-hand experiences and interfaith encounters.
• Pupil action on issues of justice and compassion is evident in many schools, often through charity work or eco-projects. However, inspectors have noted a need to further develop pupils’ understanding of why they act—the theological and ethical basis for justice—and to encourage responses that are both informed and reflective. Our team are working on a professional development offer for this vital area to be delivered in 25/26.
• Finally, while the impact of vision and worship is widely acknowledged, schools are being encouraged to develop clearer systems for evaluating impact. This includes gathering feedback from pupils, reviewing how the vision shapes decision-making, and deepening collective ownership of the school’s Christian foundation.

What Governors can take from this

To support reflection and planning, governors may find it helpful to consider the following questions in their ongoing work with leaders:

• How well can our pupils and staff talk about what spirituality means to them, and are we confident that our curriculum consistently nurtures spiritual growth across subjects?
• Does our RE curriculum give pupils meaningful opportunities to explore and understand diversity within worldviews and faiths beyond Christianity—and how do we know it’s making an impact?
• How are we helping pupils make the link between our Christian vision and real-world injustice—and are they empowered to take action in ways that are meaningful and informed?
• What evidence do we have that collective worship and our Christian vision are genuinely shaping the life of the school—and how do we listen to the voices of pupils and staff in that process?

By engaging with these questions, governors can support leaders not only in preparing for inspection but, more importantly, in being the best Church school they can be each and every day.

Inspections 25/26

The list of schools likely to be inspected in 2025/26 has been published. All schools on the list have been emailed personally but you can access the list below. Do take care to look under the Diocesan area of Leeds and not by local authority area.

Published list of schools that are likely to be inspected in 25/26.

If your governing board would like help to prepare for your SIAMS inspection, please don't hesitate to contact your named adviser. Remember many of our team are serving SIAMS inspectors. You might also want to attend the course below:

OFSTED

Spring Term Inspections

Summary of Strengths

Across the Diocese, Ofsted inspections during the Spring Term 2025 highlighted a number of consistent strengths within our schools.

• Most notably, schools were praised for their strong Christian ethos, which underpinned inclusive and nurturing cultures where pupils feel safe, respected, and known. Ofsted inspection reports are now increasingly referencing the Christian ethos, vision and values of our schools. This supports our view that separating being a church school and Ofsted is unnecessary and counterproductive. Being a great church school everyday will enhance Ofsted outcomes.
• Positive relationships between staff and pupils were a hallmark across inspections, with behaviour in classrooms typically calm, purposeful, and respectful. Personal development was frequently judged as a significant strength, with some schools receiving outstanding recognition in this area. Pupils were offered rich opportunities to take on leadership roles — such as worship teams, eco-councils and reading ambassadors — and often engaged in service to their communities, reflecting a lived commitment to the schools’ vision.
• Provision for pupils with special educational needs and/or disabilities (SEND) was also a strength across most schools, with early identification and thoughtful, inclusive support enabling these pupils to access the curriculum effectively.
• Early reading and phonics provision was consistently well embedded, enabling younger children to make a strong start in literacy.

Identified next steps

While the overall picture was positive, a number of areas for improvement were noted.

• Curriculum intent was often strong, but delivery and implementation were not always consistent across subjects. In particular, some schools showed variability in teacher subject knowledge and in the clarity with which new concepts were explained, especially in foundation subjects.
• Progression in reading and writing at Key Stage 2 was a notable area of concern in several settings. Although phonics provision was secure, older pupils did not always build fluently on early foundations, and there were gaps in writing stamina and accuracy.
• A further common area for development related to challenge: opportunities for pupils to work at greater depth were not always well planned, limiting progress for higher-attaining pupils. In some schools, assessment practice lacked precision, meaning gaps in pupils’ learning were not always identified or addressed effectively.
• Additionally, behaviour at unstructured times — such as break and lunchtime — was less consistent than in lessons in a small number of schools, with isolated incidents of poor conduct not always addressed promptly.

Implications for Schools

In response to these findings, governors are encouraged to ensure that subject leadership is well developed and that teachers are equipped to deliver content with clarity and precision across all areas of learning. A renewed focus on reading and writing beyond Key Stage 1 is essential, particularly in securing progression in comprehension and extended writing for older pupils. Governors should seek assurance that assessment is used effectively to inform planning and close learning gaps. There is also a need to ensure consistency in expectations — both in academic standards and behaviour — across all aspects of the school day. At the same time, schools are encouraged to continue building on the strong foundations in pupil leadership and personal development. These areas not only contribute to high-quality provision but also reflect the Church of England’s distinctive vision for education, rooted in wisdom, community, dignity, and hope.

Inspection Consultations: Have your say by 28 April

Two significant education consultations are currently open and closing soon — both with direct implications for how schools are held to account:

• The DfE consultation on school accountability reform, which proposes changes to school improvement and intervention, including the introduction of school profiles and the removal of floor and coasting standards.
• Ofsted’s consultation on inspection reform, which looks at ways to improve inspection practices, including proposals around report cards, timing, consistency and the use of evidence.

Governors are strongly encouraged to read and respond to these consultations before they close on 28 April. These reforms could shape the accountability landscape for years to come, and it is vital that the perspective of school leaders and governors is heard.

Find out more and respond here:

• DfE consultation: School accountability reform
• Ofsted consultation: Improving inspection

Enhanced Service Plan 25/26

Just before the Easter break, we were pleased to launch the Enhanced Service Plan (ESP) for the 2025–26 academic year. If you haven’t yet explored it, simply click on the image to view the full details—including options such as headteacher performance management, career pathways, and governor training, all offered at reduced rates for schools subscribing to the ESP.

The ESP represents far more than a set of services—it reflects a shared commitment to one another as a family of Church schools. Thanks to the strong take-up from schools each year, we’re able to provide additional, cost-free support during times of greatest need—from headteacher recruitment and emergency pastoral support, to guidance when inspection outcomes don’t go as hoped. We were delighted that 99% of our schools subscribed last year, and we hope to see that same strength of partnership continue.

We also recognise the financial pressures schools are under, which is why we’ve worked hard to keep the SLA cost for 2025–26 as low as possible. We've also held the pricing for additional support, our career pathway programmes, and our well-regarded annual conference.

At a time when every budget decision is difficult, the role of governing boards is more important than ever in helping to ensure that this partnership with the Diocese is sustained and prioritised. Continuing to invest in the ESP is a tangible way of safeguarding the distinctive ethos, leadership and support that underpin our Church schools.

We are grateful for your continued support. Sign up for the ESP 25/26 here.

National Curriculum and Assessment Review: Interim findings published

The government’s independent Curriculum and Assessment Review, chaired by Professor Becky Francis, has published its interim report, signalling a cautious but significant step towards curriculum reform. The review, commissioned in 2023, aims to ensure the national curriculum and assessment system remains fit for purpose in a rapidly changing world — socially, technologically and economically.

Key messages from the interim findings include:

• High standards for all: While the system has driven improvement for many, the review highlights persistent inequalities in outcomes, especially for disadvantaged pupils and those with SEND. The panel’s ambition is to ensure that "high standards for some" becomes "high standards for all".
• Curriculum content and depth: Feedback suggests that in some subjects — particularly at primary level — the volume and balance of content may hinder pupils' ability to achieve real mastery. The review is exploring how to refine subject content to better support deep learning, teacher flexibility and time for broader learning.
• Exams and assessment: While the broad structure of assessments is likely to remain, the review acknowledges concerns about the volume of exams at Key Stage 4 and the effectiveness of certain measures, such as the KS2 writing assessment. Further analysis is ongoing, including how best to ensure assessments are inclusive of pupils with SEND.
• Post-16 pathways: The panel recognises the strengths of A levels and the promise of T Levels, but also points to gaps for learners who don’t fit these routes. Attention will be given to improving progression pathways — particularly at Level 2 — and supporting students who need to continue working towards English and maths beyond age 16.
• Adapting to a changing world: The review stresses the need for young people to be prepared for life and work in an AI-enabled, digitally driven world, without losing sight of the importance of foundational knowledge, culture and critical thinking.
• Cautious, phased reform: The panel is committed to an "evolution not revolution" approach. Any future changes will be phased to avoid disruption, and will be mindful of the current capacity pressures in schools.

We will keep governors updated on this review as it develops. While no immediate changes are being proposed, the direction of travel suggests that curriculum and assessment reform may follow in the coming months/years. In this context, it is more important than ever for governing boards to remain focused on the school’s Christian vision — as this provides the consistent lens through which any future changes can be considered, and ensures that decisions remain rooted in what best serves pupils in their local context.

Read the full interim report here: Curriculum and Assessment Review: Interim Findings

Updated guidance on effective use of teaching assistants

The Education Endowment Foundation (EEF) has published updated guidance on the deployment and development of teaching assistants (TAs), providing evidence-based strategies to help schools make the most of this vital role. When used effectively, TAs can make a significant contribution to pupil progress — especially for those who need the most support.

The guidance recommends:

• Deploying TAs to complement, not replace, high-quality classroom teaching.
• Using TAs to deliver structured interventions, particularly in literacy and numeracy.
• Ensuring TAs are trained and supported so they are confident and effective in their role.
• Avoiding the use of TAs for low-impact tasks such as general supervision or behaviour management.



However, the guidance does not directly address the significant recruitment and retention challenges currently facing schools. Many leaders are struggling to recruit TAs due to low pay, limited career progression, and competition from other sectors. While the EEF report is a valuable tool for improving practice, it comes at a time when schools are also calling for greater national support to recognise and invest in the TA workforce.

Governors may wish to use the guidance to review current deployment of support staff, while also being mindful of the broader pressures affecting recruitment, workload and staff wellbeing. Ensuring that TAs feel valued, supported and part of the wider school team is a key part of both effectiveness and retention.

You can read the full report here: EEF Guidance – Making Best Use of Teaching Assistants

Headteachers call for complaints review amid rising abuse from parents

School leaders are sounding the alarm over an increasingly toxic complaints culture, with 80%, in a report by the National Association of Headteachers, reporting they have experienced abuse from parents or carers in the past year. Many headteachers describe a growing number of complaints as personal, aggressive, and relentless — often focused on individual staff rather than policy or performance. The emotional toll is significant, with some heads speaking of feeling "battered" and demoralised, and others warning that current complaints processes offer little protection or resolution.

There are now mounting calls for a national review of the school complaints system, as leaders warn that the current approach is unsustainable and damaging to staff wellbeing. Many report spending excessive amounts of time dealing with hostile correspondence, often without the support or safeguards seen in other public services.

Responding to the issue, Ofsted Chief Inspector Sir Martyn Oliver has urged parents to “join the PTA, not the pile-on,” encouraging more constructive and solution-focused dialogue between families and schools. While acknowledging parental frustration, he stressed the need for respect and partnership, particularly given the intense pressures schools are already facing.

We continue to raise this issue in our regular meetings with the DfE, Ofsted and other system leaders, to ensure they remain aware of the toxicity and vexatious nature of some parental actions. If you want to provide feedback or require support, contact your named adviser.

Governors are reminded of their important role in ensuring complaints are handled fairly but also in supporting staff wellbeing and promoting a culture of respectful engagement. We would advise reviewing local complaints procedures. Ensuring staff are not left isolated in the face of persistent or abusive complaints may now be more vital than ever.

Governors are reminded that pastoral support for headteachers and senior leaders is available through the Enhanced Service Plan and time can be used proactively to support leadership resilience in these challenging circumstances.

Admissions

For those schools that are responsible for their admissions

Please ensure that you have officially agreed and minuted at a full governing board meeting your admissions arrangements for the academic year 2026/27, the deadline for this was 28/2/25. These should then have been published on your school website by 15/3/25. These are statutory deadlines set out in the Admissions Code.

Governors should consider the review of their admissions arrangments this term to allow sufficient time should a change and consultation be required in the autumn.

Rising number of unfilled school places as pupil numbers fall

Latest data from the Department for Education shows a 6% rise in unfilled primary school places across England, as declining birth rates begin to impact pupil numbers. In 2023, over 600,000 primary places were unfilled, with 13% of capacity now surplus. Secondary schools are also beginning to see early signs of this trend, which is expected to increase over the coming years. The shift is creating significant financial pressures for schools, as funding is closely tied to pupil numbers.

In regular meetings with system leaders we continue to encourage strategic, collaborative conversations across all parties. Schools considering a reduction in their published admission numbers are reminded that diocesan approval is required.

Full data is available here: DfE School Capacity: Academic Year 2023/24

Additional updates

© Anglican Diocese of Leeds, 2025

Diocesan Education team

Church House, 17-19 York Place, Leeds, LS1 2EX

 0113 200 0540

info.ed@leeds.anglican.org

www.leeds.anglican.org/education/home

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