Autumn Term 2025

In this edition:

• A message from the Director of Education
• Senior Leaders' Briefing
• Inspection Updates
• Keeping Children Safe in Education 2025
• Relationships, Sex and Health Education: New Guidance
• Chair of Governors' Network
• New Writing Framework
• Early Years
• Admissions
• Governor Briefing: Climate Action
• Governor Briefing: Diversity
• Artificial Intelligence
• Academy Trust Handbook
• Staffing Matters
• School Leaders' Conference 25
• Additional Updates

A message from Simone Bennett,

Diocesan Director of Education

Dear Governor Colleagues,

As the new academic year begins, we find ourselves once again in a season of change. Across our schools, children have stepped into new classrooms, staff into new roles, and leaders into fresh challenges. And you, as governors, continue to offer your time, wisdom and care — helping to shape the direction and distinctiveness of your school community.

This year already brings with it a sense of anticipation. With changes to SEND expectations, curriculum reviews and updates to the Ofsted framework. Who knows what else this year may bring?

In times like these, we are reminded of God’s promise in Isaiah 43:

“Behold, I will do a new thing! Don’t you know it? I will even make a way in the wilderness and rivers in the desert.”

Even in the familiar rhythms of school life, God is doing something new. As governors, you help create the space for that newness to take root — through your questions, your support, and your commitment to the flourishing of every child and adult in your school.

Thank you for all you bring. Whether you are returning or just beginning your journey as a governor, you are part of a wider diocesan family — and we are here to walk alongside you. Your role is not always easy, but it is deeply valued.

As this year unfolds, may you have eyes to see the new things God is doing in your school, and the courage to step into them with hope and purpose.

I look forward to seeing many of you at our Senior Leaders’ Briefing on Thursday 18th September, 5–6pm.

With every blessing,

Simone

Inspection Updates 

SIAMS 

Summary of Inspections across the Diocese 24/25

We've analysed all the inspection reports from across the diocese for the past academic year. This summary highlights the most common strengths identified, as well as areas for development. As a result, we've suggested some key questions to help governors support and challenge school leaders effectively.

Shared Strengths Identified Across Schools

• Vision and Leadership: A biblically rooted vision actively shapes school culture and decision-making. Pupils and staff understand and live out this vision.
• Curriculum: The curriculum reflects Christian values and promotes holistic development. High-quality teaching supports flourishing for all, including pupils with SEND.
• Character Development and Community: Pupils demonstrate responsibility, respect, and compassion. Relationships are inclusive and nurturing, valuing each individual.
• Collective Worship: Worship is central to the school day, inclusive and reflective. Strong partnerships with local churches enrich the worship experience.
• Religious Education (RE): RE is well-led and valued equally alongside other core subjects. Pupils engage with Christianity and increasingly diverse worldviews.

Shared Development Points

• Spirituality: Schools are beginning to develop a shared language around spirituality. The next step is helping all members of the community recognise and express spiritual growth.
• RE Diversity: There is a need to broaden exposure to world faiths and worldviews, including diversity within them. First-hand learning experiences should be increased.
• Understanding Justice: Schools are encouraged to deepen theological understanding behind social action, fostering reflective and informed pupil responses.
• Evaluating Impact: Monitoring and evaluation of the school’s Christian vision and worship need strengthening. Pupil voice should be gathered more systematically to track their impact.

Some possible questions for governors to ask:

• How well can our pupils and staff talk about what spirituality means to them? Are we confident that our curriculum nurtures spiritual growth across subjects?
• Does our RE curriculum give pupils meaningful opportunities to explore diversity within worldviews and faiths beyond Christianity? How do we know this is making an impact?
• How are we helping pupils link our Christian vision to real-world injustice? Are pupils empowered to take meaningful and informed action?
• How well do we, as a board, monitor and evaluate the Christian distinctiveness of our school? What difference does this make?

Support for schools with SIAMS and Self Evaluation

Following the success of the course over the last two years, we are delighted to be repeating our programme for whole staff teams, which could include governors. Called SIAMS: Inspection Questions Unpicked, this course is threaded throughout the year and designed to slot into a schedule of staff meetings. This is so that whole staff teams can learn about the new framework whilst also exploring and self-evaluating the distinctiveness of their school.Find out more here.

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

Ofsted Inspection Reform: New Report Cards and Phased Rollout

Ofsted has confirmed that from November 2025, schools will begin receiving new-style report cards following inspection, replacing the current single-word judgments. These report cards will use a five-point scale: Urgent Improvement, Needs Attention, Expected Standard, Strong Standard, and Exceptional, alongside narrative summaries to give parents clearer insights into school performance.

Inspections will now focus on five key areas, as well as commenting on whether safeguarding requirements are met:

• Inclusion
• Curriculum and teaching
• Achievement
• Attendance and behaviour
• Personal development and well-being

Ofsted hopes these changes will make inspections more transparent, constructive, and focused on what matters most to pupils and families.

From November, inspections will prioritise volunteer schools wishing to trial the new framework. Routine inspections will begin from December 1st, with no inspections scheduled for the week before Christmas to minimise disruption.

You can find out more here.

Ofsted's Own report Highlights Wellbeing Concerns for School Leaders

An independent wellbeing impact review, published on the same day as the new framework details, has raised concerns about the potential stress and anxiety it may cause for school leaders. The review, commissioned by Ofsted and led by Education Support CEO Sinéad McBrearty, warns that the shift to a more granular and unfamiliar framework could increase pressure, particularly for roles like the SENCo, and may lead to new forms of bureaucracy and data collection.

Ofsted hopes the changes will improve transparency and fairness, but acknowledges the need to reduce isolation and individual accountability for inspection outcomes. The introduction of an optional “nominee” role to provide a single point of contact is one step aimed at easing the inspection process, though the full impact of the reforms remains to be seen.

You can read the full review here.

Support for Schools

To help schools navigate these changes, Ofsted has launched a national engagement programme, including:

• A series of live webinars tailored to different school types.
• Recordings available via Ofsted’s YouTube channel.
• Booking and details via the Education Inspection Framework Engagement Programme.

The Diocese will continue to monitor developments and offer guidance as the new model is rolled out. We will be holding an online Ofsted Update session on Thursday 4th December which will explore the new Ofsted framework from a church school perspective. Ofsted Update: A Church School Perspective -book here.

Keeping Children Safe in Education 2025

The Department for Education has published the latest version of Keeping Children Safe in Education (KCSIE), which came into force on 1 September 2025. Governors should read the full document to understand their safeguarding responsibilities thoroughly to ensure they are aware of the statutory requirements and are able to oversee and monitor safeguarding procedures within the school effectively.

This year’s update is largely technical, with no major policy changes, but governors should be aware of several key developments:

Online Risks and Harms

The guidance now explicitly includes:

• Misinformation, disinformation, and conspiracy theories as safeguarding concerns.
• A link to the DfE’s Generative AI guidance, which outlines both opportunities and risks of AI use in schools.
• Reference to the Cyber Security Standards for Schools, encouraging schools to assess and strengthen their digital resilience.

Alternative Provision

KCSIE now incorporates safeguarding guidance from the DfE’s Arranging Alternative Provision document (Feb 2025). This includes expectations around oversight, suitability and safeguarding arrangements for pupils educated off-site.

Harmful Sexual Behaviour

In addition to the longstanding reference to the Lucy Faithfull Foundation’s toolkit, KCSIE now links to Shore Space — a confidential online resource for young people concerned about their own or others’ sexual thoughts or behaviours. 

Looking Ahead

• The revised guidance on Relationships, Sex and Health Education will come into force in September 2026 (see below).
• Further updates on gender-questioning children are anticipated later this year.

Relationships, Sex and Health Education: New Guidance

In June, the Department for Education published updated statutory guidance on Relationships, Sex and Health Education (RSHE), aimed at helping schools address:

• Misogyny and incel culture
• Violence against women and girls
• Online influences on sexual ethics and behaviour

While the guidance becomes statutory from September 2026, schools may begin teaching the new content from September 2025.

For the first time, secondary pupils will explore:

• The impact of online content on sexual behaviour and ethics
• Staying safe in public spaces
• Positive and respectful concepts of femininity and masculinity

If you want a more detailed summary of the changes, the PSHE Association’s video summary is helpful.

Conference Connection - Friday 14th November

These themes will be explored at our Annual School Leaders’ Conference, where keynote speakers Fredi Beard and Andy Hill, Co-Founders of Voicebox CIC, will share their experience of working with young people to challenge harmful gender stereotypes and promote healthy masculinity.

Voicebox CIC has delivered workshops to thousands of participants since 2018, helping schools:

• Tackle misogyny and unhealthy behaviours
• Promote mental, physical and social well-being
• Foster gender equality through inclusive education

You may have heard Andy speak as he was recently featured on BBC Radio 5 Live.

Find out more about the conference and book your place here.

New Writing Framework (which may change again)

In July, the Department for Education published a new Writing Framework as part of its wider literacy strategy. The full Curriculum and Assessment Review is still to be published and the government have said they will amend this framework accordingly once the full review is published. Whilst our advice would be not to rush into significant curriculum changes at this point, there are some key questions governors can ask as part of their monitoring and evaluating role:

• Is the headteacher building a motivating and positive writing culture, with a well-sequenced curriculum and high expectations for all?
• Are writing leads confident in both the physical and cognitive development of writing, especially in Reception?
• If writing and reading are led separately, are those leaders working closely and effectively together?
• Is every teacher involved in ongoing professional development for writing?
• Is the SENDCo actively involved in leading writing provision for all pupils?

You can read the DFE Writing Framework Summary here,

Early Years

Early Years Framework Updates

The Department for Education has introduced several updates to the Early Years Foundation Stage (EYFS) Framework with implications for safeguarding, staffing and provision. Here are some of the Key Changes for Governors to Note:

Safeguarding and Welfare

• Strengthened recruitment checks, including mandatory references and clearer safeguarding policy expectations.
• New procedures for child absence and emergency contact details.
• Updated guidance on whistleblowing and privacy during personal care.
• Safeguarding policies must now include details of training delivery and support for staff.

Experience-Based Route for Staff

• Practitioners who have completed the experience-based route and hold a paediatric first aid (PFA) certificate can now be counted in staff:child ratios at level 3.
• This route allows experienced staff without formal qualifications to be recognised, following supervised practice and assessment.

Nutrition Guidance

• Providers must now follow the updated EYFS nutrition guidance, ensuring meals, snacks and drinks are healthy, balanced and nutritious, unless there is a good reason not to.

Governors may wish to ask:

• How is the school ensuring compliance with the new safeguarding and staffing requirements?
• Are leaders aware of the experience-based route and its implications for workforce planning?
• Is the school’s food provision aligned with the new nutrition guidance?

Early years foundation stage (EYFS) statutory framework

Early Years Foundation Stage Nutrition Guidance

Expansion of funded childcare

You may be aware from the heavy news coverage that working parents can now access 30 hours of government-funded childcare per week, with over 500,000 children expected to benefit from the full roll-out. This is part of the government’s wider early years support package, which also includes the Best Start in Life website — a central hub for guidance and resources for families.

Questions for Governing Boards to Consider:

• How is our school engaging with local nurseries and childminders to support families?
• Are we promoting awareness of the Best Start in Life website and other early years resources?
• What are the staffing and capacity implications for our early years provision?

Admissions

For those schools that are responsible for their own admissions.

Just a reminder that we advise schools to revise their admissions policies on an annual basis. The result of this review will be that you either wish to amend your policy for 2027-28 or keep it the same.

If you are keeping it the same you merely need to ensure it is up to date (amending dates, checking links etc.). If so, it still needs to be officially adopted at a full governing body meeting before February 28th 2026. 

If you are making changes to your policy then you need to go through a consultation process. The draft policy needs to be sent to the Diocese in advance of the consultation. Please send it to info.ed@leeds.anglican.org. Consultation must take place for six weeks between October 1st and January 31st. For schools wishing to make changes to their policy, Diocesan guidance is to use the Church of England Admissions Builder tool. This is an online tool where governors simply upload a logo, answer questions and select oversubscription criteria and it produces a PDF of a compliant admissions policy.

Click here to access Admissions Builder online.

Diocesan Guidance and Admissions Information

Artificial Intelligence (AI)

Hardly a week goes by that Artificial Intelligence isn't in the news or part of conversations in staff rooms. AI is rapidly reshaping the educational landscape, and most schools are carefully navigating both its potential and its pitfalls. Recent headlines include:

• Ofsted has confirmed it will inspect how schools use AI, focusing on whether it enhances learning, supports staff, and aligns with safeguarding and curriculum standards. Schools may be asked to justify their use of AI and demonstrate its impact.
• A poll of 10,000 teachers by Teacher Tapp found 62 per cent of respondents reported they used AI in the last month. The number of teachers who said they had never used it has more than halved in a year, from 41 per cent to 16 per cent.
• A recent survey found that two in five teachers feel they’re “cheating” when using AI tools like ChatGPT, raising questions about professional boundaries, confidence levels, workload and trust in technology.
• A report by the Sutton Trust has identified that a growing gap is emerging between private and state schools in AI adoption. Some independent schools, schools in affluent areas and well-established 'outstanding' schools are forging ahead with AI integration, running the risk of creating a new disadvantaged gap.

Governors are encouraged to ask:

• How is our school approaching AI use?
• How has the school engaged with the DfE guidance?
• Are staff supported in using AI ethically and effectively?
• Is there a strategy to ensure equitable access and digital literacy?

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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