Please use this page to answer the questions in the information request and provide feedback.
Responses are optional. You do not have to answer all questions, so please feel free to skip those where you do not have an answer, or you would prefer not to answer.
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Working Together to Safeguard Children is the multi-agency statutory guidance that sets out expectations for the system that provides help, support and protection for children and their families. It applies at every level from senior leaders to those in direct practice with families, and across all agencies and organisations that come into contact with children. It gives practitioners clarity about what is required of them individually and how they need to work in partnership with each other...More
A revision of non-statutory advice to support practitioners in the duties and decisions they take to share information.
NB: Please ensure you read the draft information sharing guidance document at the bottom of this page before proceeding to answering the survey questions.
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The public, including the education sector, has recently gained access to generative artificial intelligence (AI) tools. Generative AI technology uses foundation models trained on large volumes of data. It can be used to produce artificially generated content such as text, audio, code, images, and videos.
Examples of generative AI tools include ChatGPT, Google Bard, Claude and Midjourney. This technology is also being integrated into other tools.
Although generative AI is not new,...More
We're seeking views on adapting the two current subject content documents that cover Chinese and Japanese AS and A levels to indicate aspects of the subject where it is reasonable for English to be used.
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We're seeking views on the proposed changes to the Teachers’ Pension Scheme (TPS) regulations to remedy the discrimination identified when the scheme was reformed in 2015.
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We’d like your views on proposals to introduce national rules on the engagement of agency social work resource in local authority children’s social care.
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We are seeking views on the Children's Social Care National Framework (National Framework) and the Children's Social Care Dashboard (Dashboard).
The National Framework has been published alongside Stable Homes, Built on Love: Implementation Strategy and Consultation . In the strategy, government committed to setting greater national direction for the system. The National Framework will help everyone understand the expectations for their work with children and families and set...More
The Government is making important changes to supported accommodation for looked-after children and care leavers aged 16 and 17. This type of accommodation is meant to offer young people aged 16 and 17 somewhere to live that gives them the chance to develop their independence as they prepare for leaving care and starting adult life.
We're asking children and young people with experience of care if the new standards cover the right things to make sure that young people...More
The Department for Education is seeking views before regulations are laid that will introduce quality standards and registration and inspection requirements for providers of supported accommodation that accommodates looked after children and care leavers aged 16 and 17. This type of provision is often referred to independent or semi-independent provision, or as ‘unregulated’ provision as it is not currently registered and inspected by Ofsted. This consultation seeks views on:
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We're seeking views on the permanent removal of the expectation that students understand and respond to unfamiliar and abstract material from the subject content for all language GCSEs, from 2023.
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We are seeking views to better understand how unregistered alternative provision is commissioned and delivered.
To achieve this, we want to hear from:
local authority representatives who commission placements in unregistered alternativive provision settings.
school-based commissioners who use placements in unregistered alternative provision settings (including mainstream, special and independent schools)
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