Frequently Asked Questions - and Acronyms Guide
The NGA has produced this guide to help governors and others navigate
the specialist terms and abbreviations of the education world.
A-D
Academies
Academies are publicly funded independent schools. They are all ability
schools established by sponsors from business, faith or voluntary
groups. Academies have different governance arrangements to other
schools. An academy’s Funding Agreement sets out the details of the
governance arrangements for each school. The Department for Children,
Schools and Families (DCSF) meet the capital and running costs for the
Academies.
ADHD
Attention deficit hyperactivity disorder (ADHD) and attention deficit
disorder (ADD) refer to a range of problem behaviours associated with
poor attention span. These may include impulsiveness, restlessness and
hyperactivity, as well as inattentiveness, and often prevent children
from learning and socialising well.
Admissions
The process by which children are admitted onto a school roll.
Admissions (Code of Practice)
All state schools are required to have admission procedures which meet
the School Admissions Code. Where more pupils apply to be admitted to
a school than the school has room for, its over-subscription criteria
will be applied. In community and voluntary controlled schools the
Local Authority is responsible for admissions. In foundation and
voluntary aided schools the governing body is responsible. The full
School Admissions Code can be found
>here<
Association of School and College Leaders (ASCL)
One of the teaching unions. ASCL’s members are exclusively school
leaders including: secondary headteachers, deputy headteachers,
assistant headteachers, college principals, school business managers
and bursars. ASCL was formerly known as the Secondary Heads
Association.
Advanced Skills Teacher (AST)
ASTs are teachers who have passed an accredited national assessment and
been appointed to a designated AST post. ASTs focus on raising the
professional standards of teaching and learning through supporting the
professional development of other teachers. Up to 20% of their time
should be spent on work with teachers outside their own school.
Association of Teachers and Lecturers (ATL)
One of the teaching unions.
Becta – the British Educational Communications and Technology Agency
Becta is the Government’s lead adviser on ICT in education. It works
in strategic partnership with local authorities and other agencies to
help schools maximise their use of ICT. The BECTA website can be found
>here<
Bursar
A school's administration or business manager. The exact role of a
bursar will vary from school to school but their duties will almost
always include financial and administrative management and many are
involved in strategic planning and risk management. There is specific
training for Bursars co-ordinated by the NCSL
Building Schools for the Future
The Government’s 10-15 year programme for the rebuilding or
refurbishing of secondary schools. Local authorities must provide
plans to the Department for Children, Schools and Families detailing
how they intend to improve secondary school provision in their area.
BSF is not simply about providing new buildings and LAs must
demonstrate how their plans will improve the overall standard of
education in the area.
Capital Expenditure
This money provided to schools or Local Authorities to spend on the
fabric of school buildings. Schools receive some capital funding each
year and within certain rules can spend the money as they see fit. For
large building projects local authorities/schools have to bid for
funding.
Catchment Area
The geographic area from which a school draws its pupils. In the past
catchment areas were often fixed by a local authority. Today a school's
catchment area is defined by its admission arrangements; many schools
have no specific catchment area.
Children and Young People’s Plan (CYPP)
A single strategic plan produced by local authorities in relation to
all services relating to children and young people in the authority
whether those services are provided by the LA or others. The CYPP
should be produced jointly by the LA and partners.
Cohort
A group of pupils who are admitted to a school at the same time - all the pupils in a single age range in a school.
Community Schools
State schools maintained by a local authority at which the local
authority is also the employer, owns the land and buildings and is
responsible for the admission arrangements.
Community Governors
Community governors are appointed by the governing body to represent
the community interests. Community governors can be [people who live
or work in the community served by the school or people who are
committed to good governance and the success of the schools.
Compulsory Education
Compulsory education in England starts in the school term following a
child’s fifth birthday and currently ends at age 16 (although this is
under review). It is a parent’s responsibility to ensure that their
child receives suitable full-time education. For most pupils this
involves attending school (state funded or private), but children can
also be educated at home.
Continuous Professional Development (CPD)
CPD is the career-long commitment to updating and enhancing skills,
knowledge and professional competence. All effective schools will
encourage their staff to take part in CPD. It should form part of
discussions relating to Performance Management. CPD is not just
concerned with formal training courses, but focuses on personal as well
as professional development.
Curriculum (see National Curriculum)
Department for Children, Schools and Families (DCSF)
The main government department responsible for schools (formerly the
Department for Education and Skills). The DCSF is responsible for
promoting the well-being, safety, protection and care of all young
people - including through policy responsibility for children's social
services. It was created in June 2007. The DCSF website can be found
>here<
Department for Innovation, Universities and Skills (DIUS)
The Department is responsible for the development, funding and
performance management of higher education (both teaching and research)
and further education, working closely with the Department for
Children, Schools and Families. It was also created in June 2007 from
the former Department for Education and Skills. The DIUS website can be
found
>here<
Disability Discrimination Act (DDA)
Schools fall into the definition of “public authorities” under the DDA
which means that they must meet certain requirements of the Act.
Governing bodies need to be aware of the DDA because legally the
governing body is the responsible body within the school. The changes
to the Act which were made in 2005 introduced five specific
requirements, known as the Disability Equality Duty (DED) and they
apply to disabled pupils, staff and disabled people who use services
provided by schools and local authorities. The DED requires public
authorities to promote equality at the beginning of the process rather
than make adjustments at the end. All schools must produce a
disability equality scheme to support the implementation of the DED.
Secondary schools had to have a scheme in place by 4 December 2006 and
primary and special schools by 3 December 2007.
More information about Disability legislation can be found
>here<