Two Monthly Report on the Status on the Non-Devolved Provisions of the Coronavirus Act 2020: May
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On Her Majesty's School Inspection Service
education sector reports On Her Majesty’s School Inspection Service By Craig D. Jerald www.educationsector.org ACKNOWLEDGEMENTS The author would like to thank Her Majesty’s Inspector Ceri Morgan for providing invaluable information and insights about the English inspection system, as well as Mr. Morgan and his colleagues at Ofsted for reading a draft of the report to check its accuracy. The author also would like to thank Daria Hall of the Education Trust for offering useful feedback and important perspectives on the evolution of school accountability policies in the United States. This report was funded by the Stuart Foundation. Education Sector thanks the foundation for its support. The views expressed in the paper are those of the author alone. ABOUT THE AUTHOR CRAIG D. JERALD is president of Break the Curve Consulting, which provides technical assistance and strategic advice to organizations working to improve education for all students. He can be reached at (202) 232-5109 or [email protected]. ABOUT EDUCATION SECTOR Education Sector is an independent think tank that challenges conventional thinking in education policy. We are a nonprofit, nonpartisan organization committed to achieving measurable impact in education, both by improving existing reform initiatives and by developing new, innovative solutions to our nation’s most pressing education problems. © Copyright 2012 Education Sector Education Sector encourages the free use, reproduction, and dis- tribution of our ideas, perspectives, and analyses. Our Creative Commons licensing allows for the noncommercial use of all Education Sector authored or commissioned materials. We require attribution for all use. For more information and instructions on the com mercial use of our materials, please visit our website, www. -
An Affront to Dignity, Inclusion and Equality: Coronavirus and the Impact of Law, Policy and Practice on People with Disabilities in the United Kingdom
Report Recommendations - An Affront to Dignity, Inclusion and Equality: Coronavirus and the impact of law, policy and practice on people with disabilities in the United Kingdom In the following areas our Report urges the government to: On reforming the Coronavirus Act 2020, disability rights and mitigating effects of the pandemic 1. Undertake an immediate review of legislation passed during the coronavirus crisis and communication thereof. In doing so, we ask that the government change this legislation and all related policymaking to meet its duties under the Equality Act 2010, and commitments to the United Nations Convention on the Rights of Persons with Disabilities, and take steps to avoid or mitigate any potential disadvantage for disabled people. 2. Implement recommendations made by the 2016 House of Lords Select Committee Report on the Equality Act 2010 and Disability, and by the Women and Equalities Committee, on enhancing the enforcement of the Equality Act 2010, both by removing deterrents to individuals bringing disability discrimination cases; and by measures which embed the monitoring and enforcement of relevant duties in the work of regulatory and inspection bodies. 3. Undertake an inquiry on the impact of COVID-19 on disabled people to examine why this group has carried such a heavy burden for the pandemic, including the scale of Covid-19 related deaths. 4. Establish a Covid-19 Disability Inclusive Response and Recovery Group, of experts by experience with disabilities and Disabled People’s Organisations, to ensure disabled people are central to decision-making on the economic and social recovery to the pandemic and guidance. 5. -
COVID-19 and the Use and Scrutiny of Emergency Powers
HOUSE OF LORDS Select Committee on the Constitution 3rd Report of Session 2021–22 COVID-19 and the use and scrutiny of emergency powers Ordered to be printed 2 June 2021 and published 10 June 2021 Published by the Authority of the House of Lords HL Paper 15 Select Committee on the Constitution The Constitution Committee is appointed by the House of Lords in each session “to examine the constitutional implications of public bills coming before the House; and to keep under review the operation of the constitution and constitutional aspects of devolution.” Membership The Members of the Constitution Committee are: Baroness Corston Baroness Fookes Lord Sherbourne of Didsbury Baroness Doocey Lord Hennessy of Nympsfield Baroness Suttie Baroness Drake Lord Hope of Craighead Baroness Taylor of Bolton (Chair) Lord Dunlop Lord Howarth of Newport Lord Faulks Lord Howell of Guildford Declarations of interests A full list of Members’ interests can be found in the Register of Lords’ Interests: https://members.parliament.uk/members/lords/interests/register-of-lords-interests/ Publications All publications of the committee are available at: https://committees.parliament.uk/committee/172/constitution-committee/ Parliament Live Live coverage of debates and public sessions of the committee’s meetings are available at: http://www.parliamentlive.tv Further information Further information about the House of Lords and its committees, including guidance to witnesses, details of current inquiries and forthcoming meetings is available at: http://www.parliament.uk/business/lords Committee staff The current staff of the committee are Michael Torrance (Clerk), Ava Mayer (Policy Analyst) and Dan Weedon (Committee Assistant). -
Schools Causign Concern
Schools causing concern Statutory guidance for local authorities January 2015 Contents Summary 3 Section 1: Introduction 8 Section 2: Schools causing concern 10 1. Schools eligible for intervention as a result of a warning notice 10 2. Schools eligible for intervention as a result of having been judged as “requiring significant improvement” or “special measures” 12 Section 3: Warning notices 13 1. Giving a warning notice 13 2. Making representations against the warning notice 14 3. Power of the Secretary of State to direct the local authority to consider giving and to give a warning notice 15 Section 4: Local authorities’ powers of intervention 17 1. Power to suspend the delegated authority for the governing body to manage a school’s budget 17 2. Power to appoint an Interim Executive Board (IEB) 17 3. Power to appoint additional governors 20 4. Power to require the governing body to enter into arrangements 21 Section 5: Secretary of State's powers of intervention 22 1. Power to appoint additional governors 22 2. Power to direct the closure of a school 22 3. Power to provide for the governing body to consist of interim executive members 23 4. Power to make an academy order 23 Section 6: Governance 22 Further sources of information 26 Associated resources (external links) 27 Other departmental resources 27 2 Summary About this guidance This is statutory guidance given by the Department for Education, on behalf of the Secretary of State, relating to maintained schools causing concern. Section 72 of the Education and Inspections Act 2006 places a statutory duty on all local authorities in England, in exercising their functions in respect of schools causing concern as set out in Part 4 of the 2006 Act, to have regard to any guidance given from time to time by the Secretary of State. -
Children's Rights
Children's Rights International Laws • Argentina • Australia • Brazil Canada • China • France • Germany • Greece • Iran Israel • Japan • Lebanon • Mexico • Nicaragua Russia • United Kingdom August 2007 LL File No. 2007-004112 LRA-D-PUB-000018 The Law Library of Congress, Global Legal Research Directorate (202) 707-5080 (phone) • (866) 550-0442 (fax) • [email protected] • http://www.law.gov This report is provided for reference purposes only. It does not constitute legal advice and does not represent the official opinion of the United States Government. The information provided reflects research undertaken as of the date of writing. It has not been updated. Children’s Rights – August 2007 The Law Library of Congress - i CHILDREN’S RIGHTS Table of Contents INTERNATIONAL LAWS AND PRACTICES Wendy Zeldin.............................................................. 1 COUNTRY REPORTS ARGENTINA Graciela Rodriguez-Ferrand............................................................................... 15 AUSTRALIA Lisa White............................................................................................................. 23 BRAZIL Eduardo Soares ............................................................................................................ 36 CANADA Stephen Clarke............................................................................................................ 51 CHINA Lan Zhang....................................................................................................................... 61 FRANCE Nicole Atwill............................................................................................................... -
Education Act 2011
EXPLANATORY NOTES Education Act 2011 Chapter 21 £9.75 These notes refer to the Education Act 2011 (c.21) which received Royal Assent on 15 November 2011 EDUCATION ACT 2011 —————————— EXPLANATORY NOTES INTRODUCTION 1. These Explanatory Notes relate to the Education Act which received Royal Assent on 15 November 2011. They have been prepared by the Department for Education (DfE) and the Department for Business, Innovation and Skills (BIS) in order to assist the reader in understanding the Act. They do not form part of the Act and have not been endorsed by Parliament. 2. The Notes need to be read in conjunction with the Act. They are not, and are not meant to be, a comprehensive description of the Act. So where a section or part of a section does not seem to require any explanation or comment, none is given. SUMMARY AND BACKGROUND 3. The Education Act is founded on the principles and proposals in the Department for Education November 2010 White Paper, The Importance of Teaching (CM-7980). The Act includes measures to increase the authority of teachers to discipline pupils and ensure good behaviour, with a general power to search pupils for items banned under the school’s rules, the ability to issue same-day detentions and pre-charge anonymity when faced with an allegation by a pupil of a criminal offence. 4. The Act removes duties on schools and local authorities to give them greater freedom to decide how to fulfil their functions. The Academies programme will be extended, with Academies for 16 to 19 year olds and alternative provision Academies. -
Existing Academy: the Magna Carta School URN: 137116 Predecessor School: the Magna Carta School URN: 125258
Existing academy: The Magna Carta School URN: 137116 Predecessor school: The Magna Carta School URN: 125258 Thorpe Road TW18 3HJ Academy conversion and predecessor schools Under the Academies Act 2010, schools may apply to the Secretary of State to convert to academy status. Such schools are known as academy converters. Upon conversion to academy status the existing school closes and a new school opens in its place. Although little may have changed, the academy converter is a new legal entity. Most academy converters have yet to have a section 5 inspection. However, to assist parents and other interested parties, information about, and the inspection history of the school which preceded the new academy are available here. It is important to note that, as the academy converter is a new school, which may not yet have been inspected, the inspection judgements of the predecessor school are not those of the new academy. However, the most recent inspection judgements of the predecessor school are taken into account by Ofsted for the purpose of scheduling the first inspection of the new academy converter. Some academy converters have replaced schools which were judged to be outstanding at their most recent Ofsted inspection. Under the Education Act 2011, most schools previously judged to be outstanding will be exempt from routine inspection. This means they will not be subject to inspection at regular intervals. However, three years after the predecessor school was last inspected it will be subject to Ofsted’s formal risk-assessment process, which may lead to an inspection. Finally, under section 8 of the Education Act 2005 the Chief Inspector may decide to inspect any school in England if requested to do so by the Secretary of State, or if, based on information received by Ofsted, he judges that a school would benefit from inspection. -
COVID-19: Implementation of Easements
COVID-19: Implementation of Easements This resource has been prepared for tri.x customers. Its purpose is to support practitioners and managers on the frontline when the local authority has decided to implement some or all of the easements to the Care Act 2014 set out in sections 14 and 15 of the Coronavirus Act 2020. It provides information about carrying out revised adult care and support duties and functions, and which procedures this is likely to have an impact upon. Use the Contents list on the following page to find the information you are looking for. Updated 13.10.20 NOTE: If your local authority is managing to sustain all duties under the Care Act this guidance does not apply. Key decision makers should see Care Act easements: guidance for local authorities for guidance on deciding whether/when to apply the easements. Contents 1. Making Decisions-key section to be read by all 2. General Responsibilities of the Care Act 3. Safeguarding and Risk Assessment 4. Referrals and Assessment 5. Eligibility 6. Meeting Needs 7. Review/Revision of Plans 8. Transition 9. Financial Assessment & Charging 10. NHS Continuing Healthcare 11. Hospital Discharge 12. Continuity of Care Arrangements 13. Protecting Moveable Property and Belongings 14. End of Life 15. No Recourse to Public Funds 16. AHMP Appendix 1: Government Guidance Links 1. Making Decisions Local authorities will still be expected to do as much as they can to comply with their powers to meet needs during any period of easement and the duty of care they have towards an individual’s risk of serious neglect or harm still remains. -
William Wragg MP Chairman Public Administration and Constitutional Affairs Committee House of Commons 26 August 2020
Edward Argar MP Minister of State for Health 39 Victoria Street London SW1H 0EU 020 7210 4850 William Wragg MP Chairman Public Administration and Constitutional Affairs Committee House of Commons 26 August 2020 Dear William, Thank you for your letter of 16 July with some follow-up questions, further to the appearance of the Paymaster General and myself, along with senior officials from the Department of Health and Social Care and the Cabinet Office before your committee on 14 July. May I apologise for the delay in responding to your letter, however, there were a number of detailed questions within it, and we have used the time to give you answers which are as detailed as possible. I have provided a response to your further points below, covering the matters for which my Department are responsible. I understand The Paymaster General has replied separately. Ministerial responsibilities I know that Paymaster General has responded to your question about ministerial responsibilities across government as a whole. In addition to the strategic direction provided by the Secretary of State, I have attached a list of DHSC ministers’ Covid and non-Covid ministerial responsibilities at Annex A. Exercise Cygnus Question 103 was about Exercise Cygnus which as the committee will be aware was conducted in 2016, with its findings circulated to relevant Ministers in 2017. The release of the Exercise Cygnus report is currently under review and Ministers will be making a decision shortly – for this reason, I am not currently able to share a copy with the committee. I can, however, confirm that Government accepted the lessons identified by Exercise Cygnus which, along with learning from previous pandemics, infectious disease outbreaks and incidents, and other preparedness exercises, continue to inform work undertaken by Government and a range of stakeholders, including expert advisory groups and local emergency planners. -
The Impact of the Pandemic on Disabled People
Prynhawn da - Good afternoon!1 The impact of the pandemic on disabled people So much more than Covid-19 Ann N.James 2 Crossing the Rubicon(1) ➢ 30th January 2020 WHO declares Public Health Emergency of International Concern ➢ 3rd March 2020 Covid Plan published by UK Government and Devolved adminsitrations (1) Increasingly apparent – UK Nations are not equipped for a pandemic ➢ Weak Public Health Services - Decimated by austerity and organisational changes - Essential Equipement for a Respiratory Virus not available - Depleted NHS workforce - Fragmented Social Care workforce 3 Crossing the Rubicon(2) “We prepared for the wrong pandemic”(2) Jeremy Hunt Former Secretary of State for Health and Social Care, UK. 4 Crossing the Rubicon(3) Welsh Government in lockstep with UK Government Divergence limited by devolution settlement and geography Consequently, Covid-19 impact similar across the nations of the UK Highest death rates per 100,000 5 Crossing the Rubicon(4) UK Strategy one of containment and delay not suppression Strategy exacerbated by indecisiveness Results in catastrophic loss of life and illness Death rates from SE Asia, New Zealand and Australia tell us this was not inevitable 6 Legislating for Coronavirus Coronavirus Act 2020 receives Royal Assent on the 25th March Four nations suspend a raft of legilslative duties and powers Described as the ‘most draconian legislation in peace time’(3) In relation to social care, it allows for the relaxing of duties and powers relating to assessment, and meeting needs for care and -
The Time the Children Didn't Go to School
THE TIME THE CHILDREN DIDN’T GO TO SCHOOL ANNABELLE HAYES FOREWORD ......................................................... 3 ACKNOWLEDGEMENTS .................................. 4 APRIL 2020 ............................................................ 5 MAY, 2020 ............................................................ 33 JUNE, 2020 .......................................................... 63 JULY, 2020 ......................................................... 102 AUGUST, 2020 .................................................... 110 SEPTEMBER, 2020 ............................................ 114 OCTOBER, 2020 ............................................... 129 NOVEMBER, 2020 ........................................... 152 DECEMBER, 2020 ............................................ 166 JANUARY, 2021 ................................................. 176 FEBRUARY, 2021 .............................................. 202 MARCH, 2021 .................................................... 223 AFTERWORD ................................................... 230 2 FOREWORD In March 2020, schools, nurseries and colleges in the United Kingdom were shut down in response to the ongoing coronavirus pandemic. By 20 March, all schools in the UK had closed to all children except those of key workers and children considered vulnerable. After a month of numbness at having all the children home, I started these diaries to document the unprecedented time when the children didn’t go to school. When the world stopped, the children didn’t – this records their -
Written Evidence from S.J. Groenewegen BEM (RCC20)
Written evidence from S.J. Groenewegen BEM (RCC20) Public Administration and Constitutional Affairs Committee Responding to Covid-19 and the Coronavirus Act 2020 inquiry I am providing evidence as a private citizen who is currently self-employed as a freelance author, but who has 25 years of experience in the public administration arena. I was employed as a Civil Servant from January 2005 to September 2019, specifically at the National Crime Squad of England and Wales, the Serious Organised Crime Agency (SOCA), the National Crime Agency (NCA), and HM Prison and Probation Service (England and Wales). I worked in a variety of roles at practitioner and middle management levels. Prior to migrating to the UK in 2004, I worked in the Australian public service as a government policy officer in the areas of occupational health and safety, and then policing and national security. My concerns about how the UK Government responded stem from my experience in risk assessment and management, national security and public safety as they relate to the criminal justice system. My evidence draws on my broad experience in these fields but does not refer to any specific example. In my capacity as a private citizen, I am responding to the additional questions on the nature of an inquiry and not the original set of questions posed about the legislative framework. What form is the most appropriate for an inquiry into the UK response to the Coronavirus pandemic? Should it be a statutory inquiry and, if not, what form of non- statutory inquiry should be held? Statutory, under the Inquiries Act 2005.