• 1.1Name of your school or college
• 1.2Postal address of your school or college
• 1.3Telephone number of your school or college
• 1.4Name of the member of staff who deals with queries from parents and other members of the public
• 1.5Name of the headteacher or principal
• 1.6Name and address of the chair of the governing body (if you have one)
• 1.7Name and details of your SEN co-ordinator (SENCO) if you’re a mainstream school

Academies or free school, should also publish details about the owner

• 1.8If the school’s owner is an individual, you should publish the proprietor’s full name and contact details (address and a telephone number)
• 1.9If the school’s owner is a body of persons, you should publish the address and telephone number of it’s office

Maintained Schools (Governor Determined Admissions)

• 2.1If the school’s governing body decides your admissions, you must publish your school’s admission arrangements each year and keep them up for the whole school year.
  You must explain:

• 2.1.1How you will consider applications for every age group
• 2.1.2What parents should do if they want to apply for their child to attend your school
• 2.1.3Your arrangements for selecting the pupils who apply
• 2.1.4Your ‘over-subscription criteria’ (how you offer places if there are more applicants than places)

Maintained Schools (Local Authority Determined Admissions)

• 2.2If the local authority decides your admissions, tell parents to contact the local authority to find out about your admission arrangements.

Academies & Free Schools

• 2.3Admissions arrangements of all mainstream academies and free schools must comply with the ‘School admissions code’ and the ‘School admissions appeals code’.
• 2.4Academy trusts must publish the admissions arrangements for their schools on their website and keep them there for the whole of the offer year (the school year in which offers for places are made).

16 to 19 Academies & Colleges

• 2.5Publish admissions information a year in advance of the beginning of the academic year, these arrangements shouldn’t change during the year. Include details of:

• 2.5.1Open days your college or academy is planning
• 2.5.2The process for applying for a place at your college or academy
• 2.5.3Whether your college or academy gives priority to applications from pupils enrolled at particular schools

• 3.1Publish a copy of your school’s or college’s most recent OFSTED report
• 3.2Publish a link to the webpage where users can find your school’s most recent OFSTED report

Performance Tables Published in December

• 4.1You must publish the following details from your school’s most recent key stage 2 results:

• 4.1.1Percentage of pupils who’ve achieved the expected standard in reading, writing and maths
• 4.1.2Average progress that pupils have made in reading between KS1 and KS2
• 4.1.3Average progress that pupils have made in writing between KS1 and KS2
• 4.1.4Average progress that pupils have made in maths between KS1 and KS2
• 4.1.5Percentage of pupils who’ve achieved a higher standard in reading, writing and maths
• 4.1.6Your pupils’ average score in the reading test
• 4.1.7Your pupils’ average score in the maths test

Performance Tables Published in January

• 4.2You must publish the following details from your school’s most recent key stage 4 results:

• 4.2.1Your school’s progress 8 score
• 4.2.2Your school’s attainment 8 score
• 4.2.3Percentage of pupils who’ve achieved grade 5 or above in English and mathematics at the end of KS4
• 4.2.4Percentage of pupils who’ve achieved the English Baccalaureate

Academies and Free Schools

• 4.2.5Percentage of pupils entering for the English Baccalaureate

It’s recommended that you also publish

• 4.2.6Student ‘destinations’ (the percentage of students who continue in education or training, or move on to employment at the end of 16 to 19 study)

Performance Tables Published in January & March [Previously Required, Now Recommended]

• 4.3You should publish the following details from your school’s most recent key stage 5  results:

• 4.3.1The progress your students have made compared with students across the country.
  (Shown separately for A levels, academic, applied general and tech level qualifications)
• 4.3.2The average grade that students in your college get at KS5.
  (Shown separately for A levels, academic, applied general and tech level qualifications)
• 4.3.3The progress students in your college have made in English and maths
• 4.3.4Retention (this is the proportion of students who get to the end of the main programme of study that they enrolled on at your institution)
  (Shown separately for A levels, academic, applied general and tech level qualifications)
• 4.3.5Destinations (this is the percentage of students who continue in education or training, or move on to employment at the end of 16 to 19 study)

• 5.1You must include a link to the school and college performance tables and your school’s performance tables page.

• 6.1The content of the curriculum your school follows in each academic year for every subject, including for mandatory subjects such as Religious Education even if it’s taught as part of another subject or subjects or is called something else
• 6.2How parents or other members of the public can find out more about the curriculum your school is following

Phase of education specific requirements

• 6.3The names of any phonics or reading schemes you are using in Key Stage 1
• 6.4A list of the courses available to pupils at key stage 4, including GCSEs
• 6.5The 16 to 19 qualifications you offer
• 6.6How you meet the 16 to 19 study programme requirements (if you have a sixth-form or offer education at 16 to 19)

Additional Academy and Free School specific requirements:

• 6.7Your approach to the curriculum

Maintained Schools

• 7.1Publish details of your school’s behaviour policy.
  This must comply with section 89 of the Education and Inspections Act 2006.

Academies and Free Schools

• 7.2If you are an academy or free school, you should publish details of your school’s behaviour policy, including its anti-bullying strategy.

For the current academic year:

• 8.1How much pupil premium funding you received for this academic year
• 8.2Details of the main barriers to educational achievement that the disadvantaged children in your school face
• 8.3How you will spend your pupil premium funding to address these barriers and the reasons for the approach you’ve chosen
• 8.4How you will measure the impact of the pupil premium
• 8.5The date of the next pupil premium strategy review

For the previous academic year:

• 08.6How you spent your pupil premium funding
• 08.7The impact that the pupil premium had on pupils

Maintained Schools

• 9.1How much year 7 catch-up premium funding you received for this academic year
• 9.2Details of how you intend to spend the funding
• 9.3Details of how you spent your year 7 catch-up premium last academic year
• 9.4How it made a difference to the attainment of the pupils who attract the funding

Academies & Free Schools

• 9.5How much year 7 catch-up premium you received for this financial year
• 9.6Details of how you intend to spend the funding
• 9.7Details of how you spent your year 7 catch-up premium last financial year
• 9.8How it made a difference to the attainment of the pupils who attract the funding and how you assessed the effect it had

• 10.1How much PE and sport premium funding you received for this academic year
• 10.2A full breakdown of how you’ve spent or will spend the funding this year
• 10.3The effect of the premium on pupils’ PE and sport participation and attainment
• 10.4How you will make sure these improvements are sustainable
• 10.5Details of how many pupils within your year 6 cohort are meeting the national curriculum requirement to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively and perform safe self-rescue in different water-based situations.

Special Education Needs (SEN) Report – The report must comply with:

• 11.1Section 69(2) of the Children and Families Act 2014 including:

• 11.1.1The arrangements for the admission of disabled pupils
• 11.1.2The steps you have taken to prevent disabled pupils from being treated less favourably than other pupils
• 11.1.3The facilities you provide to help disabled pupils to access the school

• 11.2Information as to the plan prepared by the governing body or proprietor under paragraph 3 of schedule 10 to the Equality Act 2010 for:

• 11.2.1Increasing the extent to which disabled pupils can participate in the school’s curriculum
• 11.2.2Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities and services provided or offered by the school
• 11.2.3Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled

• 11.3Regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014 where appropriate
• 11.4Section 6 of the Special educational needs and disability code of practice: 0 to 25 years

• 12.1The structure and remit of the governing body and any committees, and the full names of the chair of each;

For each governor who has served at any point over the past 12 months:

• 12.1.1Their full names, date of appointment, term of office, date they stepped down (where applicable), who appointed them
• 12.1.2Relevant business and pecuniary interests (as recorded in the register of interests) including:
  • Governance roles in other educational institutions
  • Any material interests arising from relationships between governors or relationships between governors and school staff (including spouses, partners and close relatives)
• 12.1.3Their attendance record at governing body and committee meetings over the last academic year
• 12.1.4Governing bodies should also publish this information for associate members, making clear whether they have voting rights on any of the committees to which they have been appointed.

• 12.2The structure and remit of the members, board of trustees, its committees and local governing bodies, and the full names of the chair of each

For each member who has served at any point over the past 12 months:

• 12.2.1Their full names, date of appointment, date they stepped down (where applicable), and relevant business and pecuniary interests including governance roles in other educational institutions

For each trustee who has served at any point over the past 12 months:

• 12.2.2Their full names, date of appointment, term of office, date they stepped down (where applicable), who appointed them, and relevant business and pecuniary interests including governance roles in other educational institutions

For each trustee who has served at any point over the past 12 months:

• 12.2.3Their attendance records at board and committee meetings over the last academic year

For each local governor who has served at any point over the past 12 months:

• 12.2.4Their full names, date of appointment, term of office, date they stepped down (where applicable), who appointed them, and relevant business and pecuniary interests including governance roles in other educational institutions

• 12.3The governing body’s structure and remit, also including;

• 12.3.1Details of any committees
• 12.3.2The names of all governors, including the chair

• 13.1The activities or cases for which your school will charge pupils’ parents
• 13.2The circumstances where your school will make an exception on a payment you would normally expect to receive under your charging policy

• 14.1Publish a statement of their ethos and values

• 15.1If a parent requests a paper copy of the information on your school’s or college’s website, you must provide this free of charge.

This means you have to:

• 16.1Publish details of how your school is complying with the public sector equality duty – you should update this every year
• 16.2Publish your school’s equality objectives – you should update this at least once every 4 years

You need to include details of how your school is:

• 16.3Eliminating discrimination (see the Equalities Act 2010)
• 16.4Improving equality of opportunity for people with protected characteristics
• 16.5Consulting and involving those affected by inequality in the decisions your school or college takes to promote equality and eliminate discrimination (affected people could include parents, pupils, staff and members of the local community)
• 16.6Under the Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017 organisations are required to publish information on its website about the gender pay gap in their organisation.

Maintained Schools

• 17.1You must publish details of your school’s complaints procedure, which must comply with Section 29 of the Education Act 2002.

Academies and Colleges

• 17.2All academies and colleges should publish their complaints policy online.
• 17.3If you’re an academy, free school, FE or sixth-form college, you should also publish your whistleblowing policy online.

Maintained Schools, Academies and Free Schools

• 17.3Publish any arrangements for handling complaints from parents of children with special educational needs (SEN) about the support the school provides.

• 18.1Publish details of your policy for excluding pupils.

Academies & Free Schools (See ‘Academies financial handbook’ for more

• 19.1Annual report
• 19.2Annual audited accounts
• 19.3Memorandum of association
• 19.4Articles of association
• 19.5Names of charity trustees and members
• 19.6Funding agreement

FE & Sixth Form Colleges

• 19.7Colleges should publish their instruments and articles of government on their website.
• 19.8They should also publish their annual members’ report and audited financial statement every year.

• 20.1The name, email address and telephone number of the school’s Careers Leader
• 20.2A summary of the careers programme, including details of how pupils, parents, teachers and employers may access information about the careers programme. In a way that enables pupils, parents, teachers and employers to access and understand it.
• 20.3How the school measures and assesses the impact of the careers programme on pupils
• 20.4The date of the school’s next review of the information published

Provider Access Policy Statement

• 20.5Schools should review their arrangements for provider access and must set out those arrangements in a policy statement. The school may revise the policy statement from time to time and we recommend that this is done annually. The policy statement must be published and should be made available on the school website.The purpose of the statement is to set out opportunities for providers to visit and to explain how requests from providers will be handled. The policy statement must include:

• 20.5.1Any procedural requirements in relation to requests for access e.g. the main point of contact at the school to whom requests should be directed;
• 20.5.2Grounds for granting and refusing requests for access e.g. details of timetabled careers lessons, assemblies or careers events which providers may attend; and should include the safeguarding policy;
• 20.5.3Details of premises or facilities to be provided to a person who is given access e.g. rooms and resources to be made available in support of a provider visit.

Pre-inspection planning will be informed by analysis of information on the school’s website including the presence and suitability of the safeguarding guidance

• 21.1Include suitable safeguarding guidance on your school website. The child protection policy should describe procedures which are in accordance with government guidance and refer to locally agreed multi-agency safeguarding arrangements put in place by the three safeguarding partners.

Individual schools and colleges should ensure they have an effective child protection policy

• 21.2This should be updated annually (as a minimum), and be available publicly either via the school or college website or by other means