http://www.legislation.gov.uk/ukpga/2005/18/notes/division/2State schoolsTeachers and school staffPoliceSchool performance and standardsSchool welfare, behaviour and attendanceExplanatory Notes to Education Act 2005Department for Education and SkillsKing's Printer of Acts of Parliament2020-04-20 18 7 April 2005 3 In January 2004 the Government announced a package of education proposals aimed at simplifying the school improvement process, improving data flows and strengthening the accountability framework for schools. 4 This was followed in February 2004 by the publication of Ofsted’s consultation document, The Future of Inspection. The main proposals it contained were the introduction of shorter, more regular and less burdensome inspections based on the school’s own cycle of planning and the alignment of inspections across the education sector. 5 The two sets of proposals were brought together in a policy document, A New Relationship with Schools, published jointly by the Government and Ofsted in June 2004. This developed Ofsted’s proposals for inspection reform following a broadly positive response to The Future of Inspection. It also set out accompanying changes for the new accountability framework, including the abolition of the requirement on schools to hold an annual parents’ meeting and on the governors to produce an annual report; the introduction of a school profile; the simplified school improvement process; and improved data and information systems. 6 In July 2004 the Department for Education and Skills published its Five Year Strategy for Children and Learners. This placed A New Relationship with Schools in context alongside other key reforms. Among these were the introduction of a guaranteed three-year budget for all schools from 2006 and the extension of the requirement on local education authorities to invite proposals from a variety of promoters where a new or replacement school is needed. 7 This Act makes provision for the necessary legislative changes for these reforms. It also makes provision for extending the remit of the Teacher Training Agency (TTA) and includes a number of miscellaneous provisions: for enforcing the attendance of excluded children at alternative educational provision; for the provision and funding of limited higher education in maintained schools; for restrictions to be placed on the disposal of land by foundation schools; and for local education authorities in England to set annual targets. 8 The provisions in this Act should be viewed as part of a broader package of changes set out in detail in the policy document, A New Relationship with Schools. Many of these changes do not require legislation.