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School leaders say exam board’s decision to issue international AS- and A-level results almost two weeks earlier will reduce ‘anxiety’ and ‘unnecessary pressure’ for students

Secondary school students who switch to a different set mid-year don’t tend to post better scores, research from the National Institute of Teaching suggests

But FFT analysis finds that monitoring pupils’ sense of belonging can still be useful for schools – as long as they are clear about exactly what they are measuring

From students ordering their thoughts to weighing up evidence and taking account of other perspectives, Cambridge International believes its new form of assessment will have huge benefits, especially in the AI era

Record levels of 4- and 5-year-olds meeting their development targets, annual Department for Education data also reveals

Proposal to remove Sats would make sure schools are not incentivised to ‘teach to the test’, says IPPR research report

One international school in Singapore embarked on a journey to scrap International GCSEs in 2021. This summer the first cohort to undertake the school’s replacement curriculum graduated. Here, Emma Seith finds out how they got on

Sir Ian Bauckham tells the Confederation of School Trusts’ annual conference that ‘outsourcing’ student thinking to AI is an ‘assault’ on human potential

School leaders voice frustration as delay to consultation on study and subject content confirmed

Multi-academy trusts share how they are using artificial intelligence to support staff working with children who have special educational needs

The latest key stage 4 data reveals a marginal uptick in the national average at Attainment 8 and a record proportion of students being identified with SEND

An overreliance on written tests was reducing the opportunity for creativity in lessons in this international school – but reading the government’s rules on assessment made it clear a different way was possible, explains this leader