The Department for Education (DfE) has set a long-term ambition for schools and colleges in England to work towards meeting six core digital and technology standards by 2030. The six standards cover:
- broadband internet
- cyber security
- digital leadership and governance
- filtering and monitoring
- network switching
- wireless networks
Some aspects of the standards, particularly those relating to safeguarding, filtering and monitoring and cyber security, should already be in place.
Reviewing the standards now gives schools time to make considered decisions. It can confirm which arrangements remain suitable, identify where further evidence or assurance may be needed, and give leaders a clearer basis for deciding what needs attention now and what can be planned around future contracts and budgets.
This article looks at what to review under each standard, where gaps may be harder to see and which evidence can help IT leads and senior leaders build a shared picture.
Taking a practical approach to the review
A useful review draws on both technical evidence and day-to-day experience. Network reports, asset inventories and supplier information can show how systems are performing, while feedback from classrooms, offices and shared spaces provides important context.
For each standard, schools can record when the area was last reviewed, who is responsible, what evidence is available and which questions still need to be answered.
The findings can then be shared with SLT and summarised for governors or trustees. Reviewing the position annually, and after significant changes to infrastructure or systems, helps keep that picture current.
1. Broadband internet
The current DfE guidance sets minimum speeds of 100Mbps download and 30Mbps upload for primary schools. Secondary schools, all-through schools and further education settings need capacity for 1Gbps download and upload.
The guidance also says that broadband should be provided through a full-fibre connection. Connection type, available capacity and the timing of any future contract renewal can therefore all form part of the review.
These figures provide a useful starting point, but the review can also consider how the connection performs in practice. Device numbers, cloud services, online assessment, video and planned technology projects can all influence demand. Backup connectivity, failover arrangements and security controls can provide further context when considering resilience.
An apparent gap does not necessarily mean that the existing service is unsuitable. It may mean that the available evidence is no longer current. Recent usage data, details of known performance issues and a record of failover testing can help establish the position. Where the evidence confirms that part of the standard is not yet met, this can be recorded as an area for future improvement.
2. Cyber security
A cyber security review may cover multi-factor authentication, security updates, monitoring and alert routes, incident response and backup recovery. Together, these provide a broader view than a policy or product review alone.
Multi-factor authentication (MFA) may already be in place for email, but the review can confirm whether it also covers all staff accounts used to access cloud services or on-site systems remotely, as well as IT administrator accounts. MIS, finance and other systems containing sensitive information may also need closer consideration. Account records can help confirm whether privileged access remains appropriate and whether leavers and role changes have been reflected.
Backup status provides only part of the recovery picture. Recent restoration records, a current incident response plan and clear contact routes can help show whether key systems and data could be recovered if they became unavailable. The review can also consider how many backup copies are held, where they are stored and whether recovery and restoration have been tested recently.
3. Digital leadership and governance
The clearest picture of digital leadership and governance often comes from looking across the school’s planning and records. The school development plan, digital strategy, risk register, governor minutes, business continuity plans and asset or contract registers can show how digital decisions connect with wider educational, operational and financial priorities.
Responsibility is usually shared across several roles. The review can consider how the SLT digital lead, IT support, DPO, DSL, finance team and governors contribute to decisions, and whether ownership is clear when action is needed.
A digital strategy may be in place but no longer reflect the current estate. Comparing it with recent changes to cloud services, devices, safeguarding risks and curriculum use can help establish whether it still provides a useful basis for planning.
4. Filtering and monitoring
The review of filtering and monitoring sits across safeguarding and IT, so the review benefits from both perspectives. SLT, the DSL, IT support and the responsible governor can consider whether current provision reflects the school’s users, devices, locations and safeguarding risk profile.
Current DfE standards and KCSIE 2026 say that the effectiveness of filtering and monitoring provision should be reviewed at least once every academic year. The review should include checks across all internet-connected devices and relevant locations, with the findings and any resulting actions recorded.
Generative AI introduces an additional consideration. Where AI tools are already in use or being considered, it may be useful to understand how the existing provision handles real-time, dynamic, personalised and AI-generated content. The findings may highlight a need for further assurance, additional processes or technical changes.
5. Network switching
School networks often develop in stages, with equipment added or replaced at different times. A current inventory and network diagram can help establish what is installed, where it is located, how old it is and whether it remains supported and centrally managed.
The review can consider port speeds, network segregation, quality of service, failure alerts, firmware updates and administrator access. Power over Ethernet capacity can be compared with the equipment it supports. Resilient connections are also relevant for critical switches, and the current standard says that critical core switches should be connected to at least one uninterruptible power supply.
Equipment added to meet an immediate need may not appear in the network diagram or central monitoring. Bringing it into the inventory can highlight where support, management or resilience may need further consideration.
6. Wireless network
Wireless performance depends on capacity as well as coverage. A classroom may have a strong signal but still experience problems when a full class uses video, online assessment or AI tools at the same time.
A wireless survey, heat map, access-point plan and performance data can help build a clearer picture of how the network operates across different spaces. These can be considered alongside room use, device density, planned growth and any known weak spots. Central management, security, network segregation and update arrangements provide further context.
The age of the wireless standard is only one part of the assessment. An existing Wi-Fi 6 or 6E network may remain suitable where it is supported and continues to meet the school’s needs. If an underperforming or unsupported network requires an upgrade, the current DfE guidance specifies Wi-Fi 7 at minimum.
Turning the findings into a roadmap
Most schools are likely to find a mixture of well-evidenced arrangements, areas that need further checking and longer-term improvements. Some findings may require early attention, while others may fit more naturally with a contract renewal, planned refresh or future budget cycle. Recording ownership, likely cost and a realistic timeframe can give SLT a clearer basis for prioritisation.
Where the review identifies a need for a new product or service, Everything ICT can help schools and trusts find suitable solutions and suppliers through a compliant procurement route. This allows schools to consider options that reflect their priorities, existing arrangements and available budget.
