Thursday
Why a social media ban would raise big questions for schools
Banning under-16s from social media would not remove the problem – and it could deny schools their role in empowering young people to protect themselves from danger, writes Simon Lightman
What educational psychologists really do
For many in schools, the day-to-day work of educational psychologists is something of a mystery. Ellen Peirson-Hagger meets one team to hear about the range of support they offer and how schools can make the most of it
3 ways to tackle the rise in AI-generated complaints
With AI exacerbating the problem of a surge in complaints to schools, helping parents to complain more effectively is the key to easing the burden, write two experts in education law
Wednesday
Phillipson announces £23m for new edtech tools
The government will also launch skills pathways for teachers and support staff to help them develop digital, data and tech skills, education secretary says
Are perimenopausal teachers getting enough support in schools?
What is happening in the brain during perimenopause and what support do teachers experiencing symptoms need from their schools? Helen Amass speaks to researcher Aimee Spector to find out
How agile working can streamline trust strategy
A MAT leader explains how the ‘sprints’ he used in his background as an IT director have helped to improve working practices for the schools in his trust
Want to improve the world? Spend more on education
The number of children not in education across the globe is rising – and failure to invest in schooling now puts the future stability of our planet at risk, writes this trust finance chief
Tuesday
Inspired snaps up Geneva English School
The acquisition in Switzerland takes the international school group’s global total to at least 126 schools as market consolidation continues apace
‘Parents are people, too,’ schools told in guidance on complaints
Government-approved guidance has been issued for schools and parents in response to staff facing a rising number of complaints
The problem with ‘making it local’ in the curriculum
Drawing on local context can make learning feel more relevant for pupils, but if this principle is taken too far, it risks narrowing their horizons, writes Mark Enser
How many exam grades include marking errors?
Ofqual doesn’t tell us the proportion of GCSE and A-level grades that contain marking mistakes, says Dennis Sherwood, but deciphering the available data raises the possibility that it’s an alarmingly high figure
