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1ond those, the practical force comes from insurers, the risk protection arrangement, and anyone who asks you to evidence your position."},{q:"Do schools need Cyber Essentials?",a:"The DfE cyber security standard says Cyber Essentials is a requirement for colleges under their funding agreement, and that some schools may wish to complete it as part of their cyber security activities. It also says the standards can help you work towards certification. If a contract, insurer or funding condition of your own names Cyber Essentials, establish which level it requires before you start: Cyber Essentials is a verified self-assessment, Cyber Essentials Plus adds independent technical testing, and the work and lead time differ substantially. Assuming the wrong one costs weeks."},{q:"What does a school cyber security risk assessment need to cover?",a:"The DfE standard asks for a cyber risk assessment completed annually, repeated after significant change or an incident, and revisited every term. It should review your assets and the cyber risk attached to each, confirm everything is licensed, supported and updated, cover a record of processing activities with your data protection officer, and review access, permissions, password policy and email security. The output feeds a risk management process and a cyber response plan inside your business continuity planning, with risks flagged to governors or trustees. A cyber response plan is also required for risk protection arrangement cover."},{q:"How does filtering and monitoring relate to KCSIE?",a:"They are the same requirement approached from two directions. Keeping children safe in education places a statutory duty on governing bodies and proprietors to make sure appropriate filtering and monitoring is in place, and the DfE standard sets out what that looks like in practice: named roles including a responsible governor, an annual review, filtering with blocklists no administrator can override, and a monitoring plan with weekly reports and immediate reports for high-risk incidents. The half most often underdone is monitoring, because it produces alerts a named person has to review and record acting on."},{q:"What is the DfE plan technology for your school service?",a:"It is the free service the DfE names on the parent page and on every core standard page as the way to work towards meeting the standards; the IT support standard describes it as helping schools measure progress. It gives you a self-reported position. A baseline carried out by someone who can see your tenant, your network cabinet and your contracts finds the gaps a questionnaire cannot, in particular the difference between a control you own and a control that is switched on. Use both."},{q:"We are a multi-academy trust. Does this work differently?",a:"The standards are the same but the delivery problem is not. A trust typically inherits schools with different networks, different suppliers, different contract end dates and very different starting positions, so a single trust-wide compliance statement is rarely true on day one. What works is a per-school baseline against the twelve areas, then a trust-level roadmap that sequences the work by risk and by when each contract can actually be changed. The governance standard names a trust IT director among the people the SLT digital lead works with, which is the right place to hold the trust-wide view."}],v="The six core standards",x="The six other standards",k="What “by 2030” actually means",j="Why the DfE puts governance first",A="Cyber security: which Cyber Essentials do you actually need?",E="Filtering and monitoring, and the half that gets missed",T="If you are a multi-academy trust",_="The series: one post per standard",q="Where to start",D="Frequently asked",N=[v,x,k,j,A,E,T,_,q,D].map(e=>({id:(0,c.l)(e),label:e}));var C=!0;function I(e){let{series:t}=e,a=`${h._O}${y}`,u=t.filter(e=>e.due),C=t.filter(e=>!e.due),I={"@context":"https://schema.org","@type":"FAQPage",mainEntity:b.map(e=>({"@type":"Question",name:e.q,acceptedAnswer:{"@type":"Answer",text:e.a}}))},S={"@context":"https://schema.org","@type":"Article",headline:"The DfE digital and technology standards, explained for schools and trusts",description:"All twelve DfE digital and technology standards, the six core ones every school should be working towards by 2030, and how to baseline and evidence progress.",author:{"@i

1d":`${h._O}/#organization`},publisher:{"@id":`${h._O}/#organization`},datePublished:"2026-08-20",dateModified:"2026-09-14",mainEntityOfPage:a,url:a},L={"@context":"https://schema.org","@type":"ItemList",name:"The six DfE core digital and technology standards",itemListElement:m.map((e,t)=>({"@type":"ListItem",position:t+1,name:e.name,description:e.gist}))};return(0,s.jsxs)(d.T,{title:"DfE Digital & Technology Standards",description:"All twelve DfE digital and technology standards for schools and colleges, the six core ones expected by 2030, and how to baseline and evidence progress on each.",path:y,jsonLd:[S,I,L,(0,h.nC)([{name:"Home",path:"/"},{name:"DfE digital standards",path:y}])],children:[(0,s.jsxs)("div",{className:"articlePage convertPage",children:[(0,s.jsx)(o.V,{eyebrow:"Education",backLink:{href:"/industries/education",label:"IT for education"},title:"The DfE digital and technology standards, explained",lead:"Twelve standards, six of them core, and a 2030 horizon. Here is what each one asks for in plain English, which ones you should already be meeting, and how to evidence a plan rather than assert compliance.",cta:{href:"/book/dfe-digital-standards",label:"Request a call"},ctaNarrowOnly:!0}),(0,s.jsxs)("div",{className:"wrap convertLayout",children:[(0,s.jsxs)("article",{className:"articleBody",children:[(0,s.jsxs)("div",{className:"body",children:[(0,s.jsxs)("p",{className:"answer",children:[(0,s.jsx)("strong",{children:"In short:"})," The Department for Education publishes twelve digital and technology standards for schools and colleges in England. Six are core: broadband internet, wireless network, network switching, digital leadership and governance, filtering and monitoring, and cyber security. The DfE says all schools and colleges"," ",(0,s.jsx)("strong",{children:"should be working towards meeting those six by 2030"}),", and that filtering and monitoring should be met now. The other six, covering cloud, accessibility, IT support, devices, cabling and servers, carry no date. The useful posture is a documented baseline against all twelve, including the ones you fail, and a dated plan for each gap."]}),(0,s.jsx)(n.GE,{items:["A governor, trustee, inspector or insurer has asked where you stand against the standards and you do not have a defensible answer","A contract, funding condition or insurer has raised Cyber Essentials and you need to know which level, and what would fail","You are a trust inheriting schools with different networks, suppliers and contract end dates","Filtering is in place and you are less confident about who reviews the monitoring reports"],pain:"The standards are rarely failed on the technology. They are failed on evidence: a control you own but never switched on, a backup nobody has restored, a monitoring report nobody read, an accountable leader who turns out not to exist. All of them are cheap to fix in advance and expensive to meet during an inspection, a bid or an incident."}),(0,s.jsx)(p.v,{id:"M53REAKKVRU",title:"The DfE digital and technology standards, in 80 seconds",poster:f.Z.src,caption:"Where your school, trust or college stands, the core six in order, and a plan for governors."}),(0,s.jsx)(l.TK,{variant:"inline",items:N}),(0,s.jsx)("h2",{id:(0,c.l)(v),children:v}),(0,s.jsx)("p",{children:"The DfE's reason for singling these out is that meeting them gives you “the essential infrastructure and governance” to have a strong digital strategy, make informed decisions, use technology safely, and meet the other six. In the DfE's order:"}),(0,s.jsx)("ul",{children:m.map(e=>(0,s.jsxs)("li",{children:[(0,s.jsxs)("strong",{children:[e.name,"."]})," ",e.gist]},e.name))}),(0,s.jsx)(n.In,{heading:"Want an honest baseline against all twelve?",text:"Sixty minutes, and a governor-ready summary of where you sit against each standard, including the ones you fail. You keep the findings whether or not you do anything else with us.",label:"Request a call",href:"/book/dfe-digital-standards"}),(0,s.jsx)("h2",{id:(0,c.l)(x),children:x}),(0,s.jsx)("p",{children:"These carry no 2030 date, but several use the phrase “you should already be meeting this standard” for at least one requirement, so they are not optional in any practical sense."}),(0,s.jsx)("ul",{children:w.map(e=>(0,s.jsxs)("li",{children:[(0,s.jsxs)("strong",{children:[e.name,"."]})," ",e.gist]},e.name))}),(0,s.jsxs)("p",{children:["The DfE publishes all of this in full at"," ",(0,s.jsx)("a",{href:"https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges",rel:"noopener",children:"Meeting digital and technology standards in schools and colleges"}),", and that page is the authority rather than this one. What follows is what the standards mean in practice for a school or trust working out where to start."]}),(0,s.jsx)("h2",{id:(0,c.l)(k),children:k}),(0,s.jsx)("p",{children:"Three sentences from GOV.UK do most of the work, and they are worth quoting exactly."}),(0,s.jsxs)("ul",{children:[(0,s.jsxs)("li",{children:[(0,s.jsx)("strong",{children:"“All schools and colleges should be working towards meeting 6 core standards by 2030.”"})," ","An expectation, not a statutory duty. Say so in front of governors, then explain why it still matters."]}),(0,s.jsxs)("li",{children:[(0,s.jsx)("strong",{children:"“You should be meeting this standard now.”"})," That is the filtering and monitoring page, and it is the only core standard worded that way, because it sits under Keeping children safe in education, which is statutory."]}),(0,s.jsxs)("li",{children:[(0,s.jsx)("strong",{children:"“Cyber Essentials is a requirement for colleges under their funding agreement.”"})," ","For schools, the DfE says they may wish to complete it and that the standards help you work towards it."]})]}),(0,s.jsx)("p",{children:"The rest of the standards' force comes from outside the DfE. Insurers may ask for your continuity plans. The risk protection arrangement requires a cyber response plan and evidence of annual NCSC training. And anyone can now compare your estate to a published benchmark, which is the quiet reason a documented baseline is worth more than an undocumented claim."}),(0,s.jsx)("h2",{id:(0,c.l)(j),children:j}),(0,s.jsx)("p",{children:"The four digital leadership and governance standards are explicitly sequential. Appoint the SLT digital lead first, because the DfE says you cannot create the strategy without one. Bring the three registers up to date and get digital technology into your continuity plans. Only then write the two-year strategy, before the next budget cycle."}),(0,s.jsx)("p",{children:"Other standards hang off that strategy: the devices standard tells you to create it before deciding what to buy, the IT support standard expects support to be planned against it, and the cyber security standard says the risk assessment should sit within it. The first standard to close costs nothing but time, and it makes every other conversation, including every supplier conversation, shorter."}),(0,s.jsx)("h2",{id:(0,c.l)(A),children:A}),(0,s.jsx)("p",{children:"The DfE cyber security standard is the largest of the six in practice, and much of it is configuration rather than purchase for a school on Microsoft 365 Education. MFA must be enabled for all staff accounts with cloud access and for every administrative account. Critical vulnerability fixes must be applied within 14 days. Backups need at least three copies on two devices with one off-site, immutable, and restore-tested each term."}),(0,s.jsxs)("p",{children:["Cyber Essentials sits alongside rather than 

1inside the standard. Where a contract, insurer or funding condition of your own names it, establish which level before you start. Cyber Essentials is a verified self-assessment; Plus adds independent technical testing against a sample of your devices, and the work and lead time differ substantially. We have written up the difference in"," ",(0,s.jsx)(g(),{href:"/compare/cyber-essentials-vs-cyber-essentials-plus",children:"Cyber Essentials vs Cyber Essentials Plus"}),", and there is a"," ",(0,s.jsx)(g(),{href:"/resources/cyber-essentials-checklist",children:"readiness checklist"})," if you would rather assess yourself first."]}),(0,s.jsx)("h2",{id:(0,c.l)(E),children:E}),(0,s.jsx)("p",{children:"Filtering is the easy half. It is straightforward to buy and to demonstrate: a product is in place, the IWF and CTIRU blocklists are enabled and no administrator can override them, staff and student profiles differ. Monitoring is where inspections find gaps, because the DfE asks for weekly monitoring reports, immediate reports for high-risk incidents, and a named person who reviews them, acts, and records acting."}),(0,s.jsx)("p",{children:"The practical test is not whether you have a product. It is whether you can say who reviewed last week's report, what they did about it, and where that is written down. IT provides the capability and the evidence; the designated safeguarding lead owns the response."}),(0,s.jsx)(n.Zw,{}),(0,s.jsx)("h2",{id:(0,c.l)(T),children:T}),(0,s.jsx)("p",{children:"The standards are identical; the delivery problem is not. A trust typically inherits schools with different networks, suppliers, contract end dates and starting positions, so a single trust-wide compliance statement is rarely true on day one."}),(0,s.jsx)("p",{children:"What works is a per-school baseline against the twelve areas, then a trust-level roadmap sequenced by risk and by when each contract can actually be changed. Attempts to standardise everything at once stall on the school with the longest remaining contract, and the delay is then read as a trust-wide failure rather than a single procurement date."}),(0,s.jsx)(n.oc,{index:5}),(0,s.jsx)("h2",{id:(0,c.l)(_),children:_}),(0,s.jsxs)("p",{children:["We are publishing a plain-English guide to each standard, two a week through September and October 2026, with the DfE's exact wording, the numbers, where schools usually fall short, and what good evidence looks like. ",u.length," of ",t.length," are live so far."]}),(0,s.jsx)("ol",{children:u.map(e=>(0,s.jsx)("li",{children:(0,s.jsx)(g(),{href:e.href,children:e.title})},e.slug))}),C.length>0&&(0,s.jsxs)("details",{className:"faqMore showMore",children:[(0,s.jsxs)("summary",{children:[(0,s.jsx)("span",{className:"faqMore__closed",children:`${C.length} more coming`}),(0,s.jsx)("span",{className:"faqMore__open",children:`Hide the ${C.length} coming`})]}),(0,s.jsx)("ol",{start:u.length+1,children:C.map(e=>(0,s.jsxs)("li",{children:[e.title," ",(0,s.jsxs)("em",{children:["(coming ",new Date(e.publishedAt+"T00:00:00Z").toLocaleDateString("en-GB",{day:"numeric",month:"long",timeZone:"UTC"}),")"]})]},e.title))})]}),(0,s.jsx)("h2",{id:(0,c.l)(q),children:q}),(0,s.jsxs)("ul",{children:[(0,s.jsx)("li",{children:"Name the SLT digital lead, and consider the governor digital link role the DfE suggests."}),(0,s.jsx)("li",{children:"Check filtering and monitoring now: the responsible SLT member, the responsible governor, the last annual review, and who read last week's report."}),(0,s.jsx)("li",{children:"Bring the contracts, asset and information asset registers up to date using the DfE templates, with end-of-support and contract end dates in them."}),(0,s.jsx)("li",{children:"Get digital technology into the continuity plans and put a date in the diary to test the disaster recovery plan."}),(0,s.jsx)("li",{children:"Baseline honestly against all twelve areas, including the ones you fail, then write the two-year strategy with a dated plan for each gap."})]}),(0,s.jsxs)("p",{children:["This page is the explanation of what each standard asks for and why. If what you want instead is the version you can sit down and work through, point by point, that is the"," ",(0,s.jsx)(g(),{href:"/resources/dfe-digital-standards-checklist",children:"DfE digital standards checklist"}),", which covers the same twelve areas as things to check in your own school."]}),(0,s.jsxs)("p",{children:["We work with schools, colleges and trusts on exactly this, and the sector context sits on our"," ",(0,s.jsx)(g(),{href:"/industries/education",children:"education page"}),". If a funding deadline, a bid or an inspection window is driving the timing, say so at the start: it changes the order the work should be done in. And if the question is whether you are allowed to buy from us at all without a framework, ",(0,s.jsx)(g(),{href:"/industries/education/how-to-buy",children:"how schools and trusts buy"})," sets out the value bands and what we provide at each. 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