News and guidance

Are you retiring from a school or college leadership role? ASCL Associate membership allows you to remain part of a trusted professional community while embracing the next chapter. As an Associate, you continue to receive ASCL publications, including our online Leader magazine, email briefings, and access to a wide range of website resources. Membership also brings new opportunities through the exclusive Associates News magazine, social activities, the ASCL Associates Committee, volunteering roles, and the chance to chair our popular planning for retirement events.

ASCL Associate member Pauline Thomas highlights the value of staying involved: “Becoming an ASCL Associate helped me stay connected with people who truly understood my career. I’ve enjoyed meeting others, discovering new interests, and taking part in visits, events and online seminars, all of which have been a great source of ideas and inspiration for this next stage of life.”

ASCL Associate membership is a great way for you to stay connected and enjoy fresh opportunities – find out more at www.ascl.org.uk/associates

We are pleased to announce GO 4 Schools as an ASCL Premier Partner. We look forward to working together to respond quickly and effectively to policy change through software that supports schools and drives improvement.

Many ASCL members already use GO 4 Schools Modular, a solution shaped by practitioner insight and expertise that informs ongoing product development. Its modules integrate seamlessly with existing management information systems (MIS), providing real-time analysis, tools that embed the effective use of school data in the classroom, and clear, transparent communication with students and parents.

Building on this success, GO 4 Schools MIS offers a full replacement for a school’s current MIS, delivering the same intuitive functionality for administrators, alongside flexible transition options for schools and their staff. 

■ More information here www.ascl.org.uk/Go4Schools

Recent criminal prosecutions involving AI-generated indecent images of children have confirmed what safeguarding professionals feared: deepfake abuse is happening now, and our legal and educational systems are struggling to keep up.

Creating synthetic imagery has become readily accessible through free or low-cost AI tools with simple interfaces. Perpetrators need only photographs – often harvested from social media or school websites – and basic software to generate explicit deepfakes within minutes.

Young people are particularly vulnerable, with extensive digital footprints and minimal understanding of these risks. The images can circulate permanently online, and be weaponised for bullying, sextortion, or grooming.

Current legislation struggles because it was designed for a pre-AI world. While the Protection of Children Act 1978 covers AI-generated indecent images, it doesn’t explicitly address AI models trained to generate abuse imagery.

Schools and colleges must act now by:

■ training designated safeguarding leads on AI-generated imagery risks and detection methods

■ ensuring all staff understand the risks and reporting procedures

■ educating students on how their images can be weaponised and that creating or sharing deepfakes is a serious crime

Without proactive action, the education system risks falling behind on deepfakes, an issue causing significant challenges throughout society. 

Recruiting a new member of your senior team can be a daunting task, from managing significant change to overseeing the recruitment process. ASCL is here as your trusted recruitment partner, offering support every step of the way. Whether you need a fully managed end-to-end service or expert advice on designing your final selection process, we can provide tailored solutions to suit your needs.

■ For more information, email consultancy@ascl.org.uk using ‘ASCL LAS’ in the subject line, or visit www.ascl.org.uk/LAS

■ To receive updates on vacancies that may be of interest to you, register your details for our Leadership Vacancy Signposting service at www.ascl.org.uk/vacancysignposting

ASCL has been quoted widely in the media over the recent period on a range of issues. 

It has been a busy few months in the education world, with ASCL’s view being sought by journalists and broadcasters on a range of reforms and policy announcements.

The launch of Ofsted’s new school report card system in November attracted numerous headlines. General Secretary Pepe Di’Iasio was interviewed on Sky News, while Deputy Director of Policy Tom Middlehurst appeared on BBC Radio 4 – Woman’s Hour. Inspection and Accountability Specialist Andy Jordan wrote an insightful blog for the ASCL website (www.ascl.org.uk/ BlogInspectionFramework), looking at the good, the bad, and the ugly elements of the new inspection framework. The first report cards were then published in January, with Andy’s analysis featuring in Schools Week (tinyurl.com/5n7a5ums).

Ofqual’s announcement of a consultation on a proposed approach to the regulation of on-screen assessment also attracted a significant amount of media attention. Pepe Di’Iasio was interviewed on LBC News, and his comments were reported in national newspapers, including The Independent (tinyurl.com/2cye56fe), The Mirror (tinyurl.com/2zpr5ud3), and The Telegraph (tinyurl.com/3x6m7ms9).

Attendance remains a hot topic, and the release of new data in January on the number of fines issued for term-time holidays garnered considerable press interest. ASCL’s remarks were picked up by the BBC (tinyurl.com/mt2t23ya), with Pepe Di’Iasio doing interviews for BBC Radio 5 Live and BBC Radio Sheffield, among others.

Streamlined Energy and Carbon Reporting

Sustainability credentials are no longer a ‘nice to have’; they’re becoming a must and we all know about the importance of ‘musts’ in the academy trust sector.

With the advent of a new Charities Statement of Recommended Practice (SORP) from 1 January 2026 and the inevitable adoption of this into the Academies Accounts Direction for academy trusts for the 31 August 2027 year end, the focus on impact and sustainability reporting will increase again.

As well as being able to advise organisations on their environmental, social, and governance (ESG) processes and reporting, and help with calculating their carbon footprint, Cooper Parry’s sustainability team has you covered when it comes to your Streamlined Energy and Carbon Reporting (SECR) obligations.

All academy trusts that meet the large company criteria are required to report under SECR, unless they qualify as low energy users. So, if your trust is struggling with its current SECR reporting process, Cooper Parry can help. No more juggling various third-party providers or worrying about compliance deadlines.

By choosing Cooper Parry for your SECR,* you’ll get end-to-end support from specialists, seamless integration with your existing reporting and statutory audit processes, and actionable insights to drive energy efficiency and your sustainability goals.

■ Find out more at tinyurl.com/ynwm2e9h and tinyurl.com/ydffhmu8

* Discounts available for ASCL members.

The Data (Use and Access) Act 2025 was introduced in June 2025 and brought some changes to data protection law in the UK, although some of its key changes are not yet in force.

One of the changes being introduced is a new lawful basis for processing personal data under Article 6 UK General Data Protection Regulation (UK GDPR). The change introduces Article 6(1) (ea) of the UK GDPR and provides a lawful basis for processing personal data where the processing is necessary for the purposes of a recognised legitimate interest. There is a defined list of recognised legitimate interests added to Annex 1 of the UK GDPR, and these are:

■ where processing is necessary for the purposes of making a disclosure of personal data to another organisation for the purpose of performing their public task

■ for the purposes of safeguarding national security or defence reasons

■ to respond to or deal with an emergency

■ to prevent, detect, or investigate crime

■ to protect the physical, mental, or emotional wellbeing of individuals to protect them from harm or neglect

These recognised legitimate interests will be a key consideration for schools and colleges when sharing personal data with other public authorities or agencies.

Whereas previously, you may have relied on the ‘performance of a public task’ lawful basis to share information with other organisations, the changes to the legislation mean that you can only rely on this lawful basis where it is for the performance of your own public task. If you want to share information so that a public authority can conduct its own public task (for example, to support a police investigation), the most appropriate lawful basis will be the new recognised legitimate interests one.

These changes are not yet in force but are expected imminently and the Information Commissioner’s Office (ICO) has already published draft guidance on recognised legitimate interests (tinyurl.com/ds2m2var). Schools and colleges should check their data sharing guidance and privacy policies to see whether any changes are required once the new legislation comes into force.

The ASCL Benevolent Fund (ABF) is an important element in the association’s policy of providing protection and care for all members, past and present, and their dependants.

While most members, active and in post, are unlikely to need help, a serious accident, redundancy, chronic illness, or disability can change the situation quite traumatically.

Whether it is a short-term financial crisis or a long-term problem, the fund stands ready to help. If you know someone who may benefit from the fund or if you think you would benefit yourself, please call 0116 299 1122 or find out more at www.ascl.org.uk/benevolentfund

GCSE results will be delivered via a new Education Record app from this summer. School and college leaders and their data protection officers (DPOs) need to get ready now. The app will collectively save schools and colleges up to £30 million annually in administrative costs, but it brings new responsibilities concerning data protection and digital inclusion.

Get data protection basics right: The app will share sensitive information like SEND requirements, free school meal eligibility, exam results, pupil addresses and previous schools. Schools should carry out a Data Protection Impact Assessment (DPIA) to assess and mitigate risks.

Plan for digital inclusion: Children will need access to their smartphones and school Wi-Fi to access the app on results day, but the app only works on newer devices. Schools should identify which students may struggle with access, putting support and communications strategies in place now. Also have a backup plan in case the app crashes on results day.

Make it work for you: The app isn’t just about results day. It helps identify students who need continued English and maths support, while making post-16 enrolment easier. Think about how you can use these features to improve your processes, not just add another system to manage.

Your timeline:

■ Now to March 2026: Conduct a DPIA, register for the scheme, update privacy notices.

■ April to June 2026: Train staff, communicate with students and parents, test data uploads.

Exclusions cases reaching the courts have surged, with permanent exclusions up 16% in 2023/24 and more Court of Appeal cases in 2025 than in the entire period since 2011. Meanwhile, 45% of respondents in Browne Jacobson’s summer 2025 School Leaders Survey (tinyurl.com/2hs2u5j3) reported an annual rise in both suspensions and exclusions. So, what should school leaders know?

■ Get your policies right: Ensure behaviour, exclusions and SEND policies are consistent and joined up. Communicate reasons for exclusion clearly from the outset; you can’t change them later. With disability discrimination claims up 115% over three years, ensure reasonable adjustments have been made and exclusion is proportionate.

■ Governors are decision-makers, not rubber-stampers: The governing body makes the ultimate exclusion decision and must independently scrutinise evidence, probe alternatives, and reach their own conclusion. Training is essential.

■ Take independent review panel (IRP) decisions seriously: About 23% of exclusions were quashed by independent review panels (IRPs) in 2023/24. When reconsidering, governing boards must approach with an open mind and clearly explain how they’ve addressed the IRP’s concerns.

By focusing on fair process, robust evidence and transparent reasoning, school leaders can make defensible decisions that protect their communities while respecting pupils’ rights.

Reinforced Autoclaved Aerated Concrete (RAAC) continues to pose challenges, with recent government announcements highlighting the scale of remediation required across the education sector. Autumn 2025 not only bought the Autumn Budget but also provided the government with the opportunity to announce funding available from the DfE. For schools, as of September 2025, RAAC has been permanently removed from 62 schools. The education secretary subsequently announced timelines to eliminate RAAC from all 237 affected schools and colleges in England.

If you think your building is impacted, then you need to consider where responsibility for remediation works sits. Responsibility for repairing and maintaining RAAC will depend on whether the property itself is freehold or leasehold. For those who own the freehold, they will be responsible for ensuring the building is safe. However, responsibility for leaseholders will depend on the terms of the lease.

We know that school and college leadership can be both immensely fulfilling and immensely challenging, often at the same time, so, here, we just want to remind you of all the great benefits of your ASCL membership:

■ If you need support and guidance over any employment or professional issue, our exclusive member support hotline (0116 299 1122) is just a phone call away. It is staffed by experienced school and college leaders and supported by our specialist, regional, and legal teams.

■ As an ASCL member you receive our twice-weekly newsletters (www.ascl.org.uk/newsletters). But did you know we also publish newsletters specifically for business leaders, independent sector members, post-16, primary, SEND, and trust leaders, as well as newsletters for our members in Wales and Northern Ireland. See and subscribe to them on the link above.

■ ASCL Professional Development (www.ascl.org.uk/pd) offers a wealth of online and in-person events, including conferences, courses, programmes, and tailor-made services. And if you’re planning to recruit a new member of your senior team, do take a look at our leadership appointment service at www.ascl.org.uk/LAS

■ We represent members at the highest levels of government and with regulators and other stakeholders. Our teams are working on your behalf on the issues that matter: funding, recruitment and retention, SEND provision, and much more. If you have something you’d like us to raise, please do let us know by emailing tellus@ascl.org.uk

Additional benefits

ASCL provides many other services that you can explore on our website www.ascl.org.uk When times are tough and you need someone on your side, we’re here for you.

Schools have witnessed a surge in AI-generated complaints over the past six to eight months, complaints drafted within minutes but taking hours of staff time to address.

A parent worried about their child being left out at playtime might generate a three-page letter citing discrimination legislation when a brief conversation with the class teacher would suffice. 

The solution isn’t to resist this technological shift by banning AI-generated complaints. Instead, schools must harness AI constructively, so it enhances, rather than stifles, communication. A three-pronged strategic approach can help:

■ Prevention: A five-minute conversation early on can save hours of senior leadership time. Useful tools include template guides, parent drop-in sessions, and pre-complaint conversation protocols.

■ Protection: Building AI literacy for both staff and parents helps manage AI-generated complaints, enabling parents to use AI tools proportionately and staff to recognise AI ‘hallucinations’, such as fabrication of information.

■ Process: Invest in the informal stage with training on managing complaints, including how to scope complaints amid AI ‘noise’ and manage bombardment.

The paradox is that helping parents complain effectively will often mean fewer formal complaints, not more. Schools should fundamentally reframe what complaints mean. They are not attacks to be defended against, but information to be welcomed. They are not signs of failure, but opportunities for improvement.

ASCL’s commitment to diversity, equity, inclusion, and belonging (DEIB) is a core and ongoing responsibility of our association. We recognise that meaningful progress in DEIB requires continual reflection, learning, and action, both within our own organisation and in how we represent and support our diverse membership.

We are committed to fostering a culture in which every colleague feels valued, a wide range of voices actively shape our work, and inclusion in educational leadership is continually strengthened.

In January 2026, ASCL joined several education organisations in renewing a collective commitment to improving equity, diversity, and inclusion across the education sector, through the publication of a shared statement of action (see www.ascl.org.uk/EDIStatement).

Each organisation has set out the work it is undertaking and the progress it has made. In 2026, ASCL’s commitments include:

■ celebrating diversity by attending Pride events across the UK, demonstrating visible solidarity with lesbian, gay, bisexual, transgender, and queer/ questioning plus (LGBTQ+) communities and supporting member leaders to feel represented and valued

■ continuing to strengthen links between professional leadership communities and ASCL’s policy work, ensuring that the voices of members from diverse backgrounds directly inform policy positions and consultation responses

■ continuing to expand our professional leadership communities by exploring the needs of leaders with disabilities, helping to ensure our member networks reflect and support the full diversity of educational leadership

See more information at www.ascl.org.uk/DEIB about how we support members through our professional leadership communities, resources on allyship, and guidance on embedding inclusive employment practices within workplaces.

In May 2026, the next Welsh Government will inherit an education system at a crossroads.

Our schools, colleges and leaders are committed, resilient and ambitious for every child, but commitment alone cannot sustain a system under growing pressure.

If Wales is serious about giving every young person the education they need and deserve, the next government must focus relentlessly on what the system needs to function, what the workforce needs to thrive, and what children need to succeed. ASCL Cymru Manifesto (www.ascl. org.uk/cymrumanifesto) sets out four clear, urgent priorities that must be addressed to secure the future of education in Wales:

1 FIX THE RECRUITMENT AND LEADERSHIP CRISIS

Wales needs more people entering – and staying in – the education profession. We must attract the best, most innovative, and most engaging professionals to lead and teach our children.

That requires pay and conditions that are genuinely competitive, workloads that are proportionate and purposeful, and a system that values, trusts, and celebrates its teachers and leaders. This is about creating a profession that inspires ambition, not exhaustion.

2 END THE EDUCATION FUNDING CRISIS

Schools in Wales are chronically underfunded and cannot provide the level of support our children need and deserve. A small nation currently operates 22 different funding systems, with no consistency, fairness, or parity. Education in Wales must be funded through a transparent national funding formula, based on the needs of learners and the true cost of delivery.

3 RESCUE THE ADDITIONAL LEARNING NEEDS SYSTEM

The additional learning needs system is broken. It does not need tinkering or further adaptation; it needs rescuing. This requires clear national direction, long-term vision, sufficient resourcing, and expert intelligence. Wales needs specialist provision fit for post-pandemic realities, strengthened services to support mainstream settings, and funding to deliver the reasonable adjustments that children are legally entitled to receive.

4 TACKLE CHILD POVERTY TO ENSURE READINESS TO LEARN

A third of children in Wales live in poverty. No child can thrive when they are cold, hungry, or living in insecure and inadequate housing.

The next Welsh government must focus relentlessly on restoring hope to forgotten communities and commit to a long-term, fully funded strategy to end child poverty, so every child arrives at school ready to learn.

These priorities are not optional extras, but the foundations on which a fair, sustainable, and high-performing education system in Wales must be built.

Claire Armitstead

Director of ASCL Cymru

On 6 January, the Northern Ireland Finance Minister published a draft three-year budget for consultation. Despite the already dire financial context facing the Northern Ireland Executive, what is proposed for education over the next three years is stark and deeply concerning.

In 2025/26 the sector had an opening budgetary requirement of over £3.6 billion, but only £3.27 billion was allocated, a shortfall of well over £300 million. In 2026/27 the allocation is similar, but with a requirement of over £4 billion, meaning an even larger shortfall of £800 million. The situation gets progressively worse in subsequent years.

So, what does this mean in reality? Cuts to funding for school transport, school meals, and the school music service have already been announced in this financial year. But much more drastic action in other areas will also be required, including the prospect of widespread redundancies, cuts to funding for sector organisations and the Early Learning and Childcare Scheme, despite it being a stated priority of the Northern Ireland Executive.

The consultation is now closed. With the education and finance briefs being held by opposing parties and local elections just over a year away, it is difficult to see how these issues will be resolved any time soon. But without urgent action, the education system faces years of underfunding that threaten staff, services, and every child’s future. 

Michael McAuley

ASCL Northern Ireland Director

Education reform has sat at the centre of Scottish education for several years, and at School Leaders Scotland (SLS) our responsibility is to ensure that members’ voices are clearly heard throughout this period of transition.

Alongside ongoing reform, the prospect of industrial action by three teaching unions and the approach of a Scottish General Election have combined to create a genuine perfect storm of change and uncertainty for school and college leaders.

Educational Institute of Scotland (EIS), Scottish Secondary Teachers’ Association (SSTA), and National Association of Schoolmasters Union of Women Teachers (NASUWT) have all balloted their members on industrial action linked to the lack of progress on reducing class contact time, a commitment made in the Scottish National Party’s (SNP’s) 2021 manifesto to help address teacher workload. None of the ballots reached the required turnout for action, although the EIS has indicated its intention to ballot again. Significant questions remain around affordability and the availability of secondary teachers needed to deliver this proposal.

Substantial governance reform has also taken place following the Education (Scotland) Act 2025. Education Scotland and His Majesty’s Inspectorate of Education (HMIE) now operate as separate organisations, and after a third recruitment round Ruth Binks has been appointed as the new Chief Inspector. She will take up post in March. Recruitment is ongoing for a Chief Executive of Education Scotland.

Meanwhile, on 2 February, the Scottish Qualifications Authority was replaced by Qualifications Scotland. While some question whether this represents re-branding, early signs suggest a positive cultural shift and a more collaborative relationship with the profession.

The forthcoming Scottish Election in May is sharpening political focus. We have met with party representatives and have developed the SLS Manifesto for Education. Read the Manifesto here tinyurl.com/b2ndpbaj

Change is also reflected within SLS itself. Following the retirement of our Administration and Finance Manager, Lyn Honnan, at Christmas, we now have a completely new core team and an appetite to rethink how we work. One early priority is a full website overhaul. We aim to launch the new site by April, presenting a clearer, more relevant view of our work to members and the wider public.

David Barnett

General Secretary, School Leaders Scotland