Today
Why schools should join MATs: the compelling proposition of belonging
The next phase of academisation isn’t just about improving struggling schools – it’s about showing successful schools that we’re stronger together, writes CST chief Leora Cruddas
We can’t let labels define children’s life chances
The Milburn review says we can identify children ‘at risk of becoming Neet’ at age 5 – but attaching such a label to a child this young isn’t helpful, writes REAch 2‘s Andrew Rigby
Have schools abandoned ‘gifted’ children?
Calls to reinstate a version of England’s Young, Gifted and Talented programme have lately been getting louder, but are such schemes really the best (or most inclusive) way to support the most academically able? Holly Korbey investigates
Yesterday
SEND reform bill unlikely to be published until new year
Government adviser suggests bill will be published early in 2027 and also says the DfE is considering how it can create a curriculum ‘that young people can succeed in’
What QTS changes mean for your school’s recruitment
From September 2027, all schools – including academies – must ensure teachers have QTS. Hannah Senel-Walp sets out the implications of this change
Nav Sanghara: ‘My headship was part of my grief story’
In our How I Lead series, we ask education leaders to reflect on their careers, their experience and their leadership philosophy. This month Nav Sanghara, CEO of Woodland Academy Trust, writes for us
Early years can break the cycle of poor numeracy, DfE told
Lords urge the government to focus on numeracy in the early years, invest in recruitment and make sure teachers are trained to identify dyscalculia
Moving sets during school year ‘rarely’ leads to better attainment
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
Monday
What if schools didn’t have to wait for a SEND diagnosis?
Too often schools are stuck waiting for a diagnosis before they can help pupils with clear additional needs, say these academics, who argue that shifting to a ‘needs-led’ system would benefit everyone
1 in 4 primary teachers ‘comfortable’ explaining school LGBT+ approach
Charity guide launched to help teachers answer parents’ questions about LGBT+ inclusion in primary schools
Friday
ITT reforms ‘financially risky’ and ‘deeply stressful’ for some providers
Review of the 2021 initial teacher training reforms finds that they led to more consistent programmes but implementation placed ‘strain’ on providers and schools
Tackling conspiracy theories in schools: understanding the psychology
The Bell review investigating antisemitism in schools shows us that teaching students why conspiracy theories can seem convincing is crucial in curbing the spread of harmful beliefs
