Author: Jack Minto

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Enhanced cyber resilience for schools

The National Cyber Security Centre (NCSC) has expanded its Protective Domain Name Service (PDNS) to bolster cyber resilience across UK schools. This initiative aims to safeguard educational institutions from prevalent online threats such as malware, ransomware, and phishing attacks.

PDNS operates by blocking access to malicious websites, preventing harmful content from infiltrating school networks. This proactive measure ensures that potential threats are intercepted before they can cause damage, thereby maintaining the integrity of educational environments.

Incorporating PDNS into school networks is a straightforward process, and the benefits are substantial. Beyond blocking malicious sites, PDNS provides insights into attempted breaches, enabling schools to understand and address potential vulnerabilities. This data-driven approach allows for continuous improvement in cybersecurity measures, fostering a culture of vigilance and preparedness.

The service is offered at no cost to all UK schools, reflecting the NCSC’s commitment to enhancing cybersecurity in the education sector. By implementing PDNS, schools can significantly reduce their vulnerability to cyberattacks, ensuring a safer digital experience for both students and staff.

To access the NCSC website section on PDNS click here

As cyber threats continue to evolve, initiatives like PDNS are crucial in equipping schools with the necessary tools to protect their digital infrastructure. By adopting such services, educational institutions can focus on their primary mission—providing quality education—without compromising on security.

If you would like to discuss how to your governing body should address this important area or might best achieve enhanced cyber security across your Trust or individual schools (or indeed, to have a basic and more general chat about what I do) please contact me at jack@jackminto.com or on 017514 499238 for a preliminary discussion.

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External Review of Governance

External Reviews of Governance (ERGs) are independent evaluations designed to assess and enhance the effectiveness of governance within schools and multi-academy trusts (MATs). These reviews provide an objective analysis of a governing board’s structures, processes, and performance, offering actionable insights for improvement.

The Department for Education (DfE) recommends that MATs undertake an ERG every three years to ensure robust governance practices. The National Governance Association (NGA) emphasises that an ERG is a supportive, developmental process rather than an audit or inspection. It aims to establish a baseline for improvement by independently assessing current governance practices.

The ERG process typically involves a comprehensive review of governance documentation, interviews with key stakeholders—including trustees, governors, and senior leadership—and observation of board meetings. This thorough approach enables the identification of strengths and areas requiring development. Following the review, a detailed report is provided, outlining findings and recommending strategies to enhance governance effectiveness.

Engaging in regular ERGs fosters a culture of continuous improvement, ensuring that governance structures remain fit for purpose and responsive to evolving educational landscapes. By proactively addressing governance challenges, schools and MATs can better support educational outcomes and maintain stakeholder confidence.

In summary, External Reviews of Governance serve as a vital tool for schools and multi-academy trusts, promoting effective leadership and accountability through objective assessment and targeted development.

If you are a Chair of Governors and would like to explore how best to undertake an External Review of Governance for your school or trust (or indeed, for a basic and more general chat about what I do) please contact me by email on jack@jackminto.com – or by telephone on 07514 499238.

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Special educational needs (SEN) and disabilities: guidance for school governing boards

In January 2025, the Department for Education (DfE) released updated guidance to assist school governing boards in effectively supporting pupils with Special Educational Needs (SEN) and disabilities. This guidance emphasises the board’s role in fostering an inclusive school culture and ensuring compliance with legal duties.

Governing boards are encouraged to regularly review the school’s SEN and disability policies, ensuring they align with the evolving needs of the student body. Active engagement with parents and pupils is seen as vital, promoting effective communication and incorporating their perspectives into policy development.

To access this guidance click here.

A key aspect of the guidance is the recommendation for governors to utilise a comprehensive checklist to assess the school’s SEN provisions. This includes evaluating how the school identifies pupils with SEN, monitors their progress, and supports their preparation for adulthood. Additionally, boards should ensure that SEN Coordinators (SENCOs) are adequately qualified and have sufficient resources to fulfill their responsibilities.

The guidance also highlights the importance of data analysis, advising boards to examine various metrics such as the percentage of pupils with SEN, the effectiveness of SEN funding allocation, and the impact of interventions on pupil outcomes. By scrutinising this data, governors can make informed decisions to enhance SEN support within their schools.

By adhering to this updated guidance, governing boards can play a pivotal role in ensuring that pupils with SEN and disabilities receive the support they need to thrive academically and personally.

If you would like to discuss how to your academy school or trust might optimally address SEN (or indeed, to have a basic and more general chat about what I do) please contact me at jack@jackminto.com or on 017514 499238 for a preliminary discussion.

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DfE consultation on Improving the way OFSTED works

In February 2025 the DfE have opened a consultation in respect of their proposals to improve education inspections and their new report cards for providers.

A significant element of the proposal is the elimination of single-word judgments—such as “outstanding” or “inadequate”— in favor of detailed report cards. These report cards aim to provide a nuanced evaluation across multiple areas, including leadership, curriculum, teaching development, student achievement, behavior, attendance, personal development, inclusion, and safeguarding.

The proposed five-point grading scale ranges from “Exemplary” to “Causing concern,” offering a more comprehensive assessment of a school’s performance. This approach seeks to move away from reductive labels, providing a clearer picture of strengths and areas needing improvement.

These reforms are partly in response to criticisms of the existing inspection system, which has been linked to significant stress among educators. Notably, the tragic case of headteacher Ruth Perry, who died by suicide following an “inadequate” OFSTED rating, underscored the need for change.

You can access the consultation here

The DfE’s consultation on these proposals is open until April 28, 2025, inviting feedback from educators, parents, and stakeholders. The goal is to implement a more transparent and supportive inspection system that fosters school improvement and better reflects the complexities of educational environments.

If you would like to discuss OFSTED more broadly (or indeed, just have a basic and more general chat about what I do) please contact me at jack@jackminto.com or on 017514 499238 for a preliminary discussion.