School Consultations

When changes are proposed to a school, such as closures, amalgamations, or changes to admissions, it is vital that the process is open, thoughtful, and inclusive. A well-planned consultation gives families, staff, pupils, and the wider community a meaningful opportunity to understand what is being proposed, share their views, and help shape decisions.

We know that school leaders already have more than enough to think about. These webpages are designed to help you get started quickly, so you're not left facing a blank page. Adapting something that's already there can often be a much easier place to begin.

You'll find general advice on planning and carrying out effective consultations, as well as practical templates to support you in writing consultation documents and reports. We encourage you to use and adapt the templates in whatever way works best for your setting. This is guidance based on experience and good practice, not a strict set of rules. Every school and community is different, and your approach may need to reflect that.

Please note that some changes will follow specific legal routes, so you must still check the relevant Department for Education (DfE) guidance to make sure you're following the correct process. Here are some useful links:

• School admissions code - GOV.UK
• Length of the school week - non-statutory guidance
• Making significant changes to maintained schools
• Making significant changes to an academy
• Establishing a new academy: free school presumption - GOV.UK
• Opening and closing maintained schools
• Academies: making significant changes or closure by agreement - GOV.UK

If you have any questions or would like further advice, please don't hesitate to get in touch with the team. We're here to help.

[email protected]

When planning a consultation, it is essential to get the timing right. A well-considered timeline helps ensure the process is both legally compliant and meaningful for stakeholders.

Key Considerations for Setting Your Timeline

Align with the Academic Calendar

Where possible, plan consultation periods to avoid school holidays, as these reduce opportunities for stakeholders, especially families and staff, to engage fully.

Avoid launching or ending consultations during holiday periods, inset days, or just before a weekend. This may limit a stakeholder in being able to ask more questions in a timely way.

Meet Department for Education (DfE) Expectations

DfE guidance expects consultations to be genuine, timely and meaningful. There are statutory stages and minimum timeframes that need to be followed for most processes. Check these thoroughly using the appropriate guidance when planning your dates (you will find links to useful DfE documents here).

Factor in Local Governance and Decision-Making

Check the meeting schedule for governing bodies or trust boards. Decision points must align with their calendar to avoid delay, or consideration will need to be made if additional meetings need to be scheduled. Don't forget to allow time for papers to be prepared and circulated in line with standard governance processes (usually five days before meetings).

If the local authority or academy trust is the decision-maker, allow sufficient time for senior sign-off or approvals.

Allow time for writing documents, response analysis and reports

When planning your consultation timeline, it's important to allow sufficient time to prepare the consultation documents before the formal process begins. This includes time for drafting, peer review, and final sign-off, all of which are crucial to ensure the information is clear, accurate, and suitable for public sharing.

Preparing these materials often happens alongside an already busy workload, so building in realistic lead-in time is essential. Rushing this stage can lead to errors, unclear messaging, or gaps in information, which may cause confusion, or lead to delays and further work later in the process. Taking the time up front helps avoid these issues and sets a solid foundation for a smooth consultation.

Once the consultation closes, build in time to review and categorise responses and prepare a decision report. This often takes longer than expected, 2 to 4 weeks is a good guide depending on the number of responses anticipated.

Ensure Sufficient Engagement Time

Consultation must be long enough to invite meaningful responses. Complex proposals or those likely to generate strong views may need longer or benefit from holding in-person drop-ins or other events.

You can find a handy consultation timeline here, which can be adapted to your needs. You may find it helpful to consider when it is hoped the proposal will come into affect and work backwards. We suggest you are mindful of the academic year and challenging points in the calendar. It can also be handy to build in time 'buffers' in case aspects get delayed.

A well-prepared consultation document is a good place to start because it helps set a clear, shared understanding from the outset. It outlines the reasons and rationale behind any proposed change, helping stakeholders understand why it's being considered. Taking the time to explain this clearly in your first communication builds trust, invites constructive feedback, and avoids confusion or speculation later in the process.

Once your consultation document is written, it can be helpful to pause and read it with fresh eyes. Ask yourself: Have I set out the full picture? Does it reflect both the potential benefits and the possible drawbacks?

You can find a downloaded template documents and accompanying letters here, that you can adapt to suit your needs.

Introduction

• Title of the consultation
• Organisation name/logo
• Date of publication
• Introduction

The Proposal

• Overview of the consultation- 'Our Proposal'
• Rationale; Key objectives and reasons for consultation 'Why are we suggesting this proposal?' and 'What are the benefits of the proposal?'
• Acknowledgement of the limitations and challenges and any mitigations.
• What will not be included, 'What is not in scope?'
• Details on costs
• Equality impacts and assessments undertaken

Involvement

• Methods of engagement (surveys, meetings, online submissions, etc.) 'How can you have your say?'
• Timeline for decision-making and implementation (who are the decision makers), 'What happens next'
• Next steps after the consultation closes
• Consultation timeline table
• Response form (if required)
• Contact details for further inquiries
• Web links to additional resources or related documents

Data Protection and Confidentiality

• How responses will be used
• Anonymity and data privacy considerations

An Equality Impact Assessment (sometimes called an Equality Impact Statement) is a way of checking whether a proposal might affect people differently based on things like age, disability, race, religion, gender, or other protected characteristics under the Equality Act 2010.

Completing one helps make sure that decisions are fair, do not disadvantage particular groups, and, where possible, actively promote equality. It also means you can identify any risks early and put plans in place to reduce them.

For school consultations, this process is important because some changes to a school can affect pupils, families and the wider communities in different ways. The assessment ensures these impacts are understood and considered before any decisions are made.

Find out more here: Equality Impact Assessment

You can find out more about assessments including access to NCC's template here: Equality impact assessments - Introduction - Intranet - Norfolk County Council

The length of a consultation can vary depending on the complexity of the proposal and who it affects. Some consultations may run for a few weeks, while others, especially those with wide-reaching impacts, might need to be open for longer to give everyone a fair chance to take part. Always check the relevant DfE guidance for your specific proposal to make sure you meet statutory requirements.

What matters most is that the consultation is meaningful: people must have enough time to understand the information, consider their views, and respond.

If the consultation falls over school holiday periods, particularly the summer break, it's important to allow extra time so that term dates don't limit parents', carers', and staff's ability to take part.

Once your consultation document is ready, the next step is making sure it reaches the right people. Sharing a consultation isn't just about sending out a letter, it's about making sure all relevant stakeholders have a fair opportunity to see it, understand it, and respond.

In many cases, the consultation will need to be published on the school's website. You should also consider whether it needs to be made available in other formats, such as printed copies in reception or translated versions. Some documents even need to be displayed on school gates and notice boards.

It's also important to keep track of who you're sharing the consultation with. This might include families via your usual school communication routes (like newsletters, parent apps, or email), but it often goes further, neighbours, local community groups, parish councils, local businesses or early years providers may also need to be informed. In some cases, hand-delivering or posting letters is the most appropriate method.

Careful planning at this stage will make analysing responses easier. You will find a handy Distribution Log in the templates that can help you keep track of this.

Keeping a tally of how many copies were sent, to whom, and by which method will help ensure your consultation is robust and inclusive and provide a useful record will support pulling together a report of the outcomes to the decision makers. (A report template can be found here)

While in-person consultation events can sometimes feel challenging, particularly for sensitive or contentious proposals, they remain one of the most valuable ways to build trust, answer questions, and hear views directly.

The key is in the planning.

• Choose a date in the middle of your consultation period: far enough in for people to review information, but not so late that there's no time to respond.
• You may want to consider selecting a venue that's accessible, neutral, and large enough for your anticipated turnout, this might mean that sometimes an off-site location works best.
• Think about room layout so people feel welcome, not crowded.
• You may want to arrange for someone to attend to keep notes of the questions asked and the responses given, as well as the number of attendees.
• It is useful to be able to reflect the questions raised in the consultation report.

Have a clear start and finish time, a simple structure, and enough knowledgeable people on hand to answer questions.

Consultations can spark public interest when the issue affects people's lives and communities, especially if there is significant change involved. People want to have their say, and emotions can run high.

We understand that dealing with press interest on ongoing issues can feel unsettling and unfamiliar. It's not something most people in education are used to facing, and that can add extra pressure.

Need help? Buying into a communications package may be helpful when consulting on a contentious issue. It ensures your message lands well, reduces misunderstandings, and offers a professional approach.

You can find out more about the Communication Support that Norfolk County Council offer here:

Media Community Relations and Reputation Management

Once a consultation has been launched with a single defined proposal, the outcome must relate directly to that proposal, typically resulting in either acceptance or rejection. If, during the process, a significantly different alternative or new idea emerges, it cannot simply replace the original proposal. In such cases, a new consultation process would need to be initiated to ensure transparency, due process, and full stakeholder engagement.

Once a consultation period has closed, decision-makers should follow a structured approach to reviewing feedback and determining the next steps. Here are some key tips:

1. Closing the consultation

• Stop collecting responses after the agreed date and time (unless previously agreed extensions apply).
• Save and securely store all responses in one place. This may involve scanning handwriting responses or saving emails to a digital folder. You could be asked to share these at a later date, so careful storage is advisable.

2. Organise the Responses

• Where possible log all responses into a spreadsheet to allow easier analysis of responses and support good recording keeping. You may wish to include the stakeholder group and what was the method of response (email, letter, online form etc.)

3. Reviewing the responses

• Read through all responses. Highlight and group similar points or concerns (e.g. transport, staffing, SEN provision, curriculum impact).
• Who has responded? (Are certain voices underrepresented?)
• What's the overall tone or trend? (Supportive, mixed, opposed?)
• Are there particular concerns raised that need further evidence, clarification or mitigation? Are there any frequently raised issues? Where there any misunderstandings that could be addressed through clearer communication?
• Weigh up the balance of feedback (e.g. majority supportive but some legitimate concerns)
• Consider any highlighted risks, impacts and opportunities.

Remember: A consultation is not a vote, you are seeking informed views to support good decision-making, not necessarily acting only on the majority view. Decision-makers need to understand the quality of the arguments, not just the quantity.

4. Document the responses and recommendation

Write a short report summarising the process, the feedback received, and your recommended next step. This enables you to share responses and be transparent about why you are (or are not) proceeding, and what changes or mitigations you'll make as a result of the feedback. You may find the Reporting Template useful, which can be found here.

Share you consultation with us: [email protected]

Consulting stakeholders is crucial for ensuring well-informed, fair, and widely supported decisions in schools. Engaging the right people fosters trust, transparency, and cooperation while helping to identify potential challenges early.

Internal Stakeholders

• Students - The primary beneficiaries; their views on changes affecting learning, well-being, and facilities are crucial.
• Parents/Guardians - Represent student interests, especially for younger children, and provide insights on practical impacts.
• Staff - Directly involved in delivering education; key for understanding the impact on curriculum, workload, and student outcomes.
• Governing Body/Trustees - Ensure accountability and oversee school policies and finances.
• Faith Groups (if applicable) - Important for faith-based schools or schools with strong community links.

External Stakeholders

• Local Authority or Education Trust - Provides funding, policy guidance, and oversight.
• Department for Education- Regulatory bodies ensuring compliance with educational standards.
• Other Local Schools - Changes might impact student admissions, catchment areas, or collaboration opportunities.
• Local Businesses & Employers - May support career pathways, apprenticeships, and school initiatives.

Wider Community Stakeholders

• Community Groups & Residents - Especially relevant if changes affect traffic, school facilities, or local engagement.
• Faith Groups (if applicable) - Important for faith-based schools or schools with strong community links.
• Health & Social Care Services - Including school nurses, child mental health services, and safeguarding boards.

Other Groups (if applicable)

• External Groups - such as local Scout or football teams that use the schools facilities.

Language: Using plain English helps make sure everyone can understand the issues and feel confident responding, especially those who aren't familiar with technical terms or policy language. Avoid the use of acronyms without explaining them first.

Not being clear on the purpose: Clearly set out what's up for discussion and what isn't. Be transparent about how responses will be used.

Asking leading questions: Use neutral, open-ended questions to gather genuine views.

Rushing the consultation process: Be mindful that short timescales that don't give people enough time to respond. Plan ahead. Allow enough time for people to hear about the consultation, reflect, and respond.

Demonstrates Objectivity: Acknowledging counterarguments shows you've approached the issue fairly and critically, rather than pushing a one-sided agenda.

Supports Informed Decision-Making: A well-balanced proposal helps others weigh the pros and cons and understand the trade-offs involved, which is key to making sound, accountable decisions.

Focusing too much on quantity over quality: Consider both the volume and the insight offered

Consideration stages:

Contact the team : [email protected]

Having a discussion with the local authority before launching a consultation, although not a requirement, can be helpful. Our team are here to help:

We may be able to provide information about:

• Strategic alignment and local insights with wider local education and sufficiency strategies, such as school place planning, SEND provision and transport.
• Valuable insights into local demographic trends, pupil forecasts, housing developments and any other nearby school or trust changes that could affect or be affected by your proposal.
• Point you to helpful DfE guidance or our own templates to save time

Norfolk County Council as a stakeholder

Please formally share a copy of your proposal with us. Depending on the nature of your proposal will be consider the impact on services provided by the local authority and the change within the wider area context.

Please email a copy to [email protected]