General

Thursday

26th Feb 2026

What textbook writing taught me about making shared resources
Planning lessons for others means you can’t rely on your own subject knowledge or ability to explain things on the fly, says Mark Enser, who shares his advice for making centralised resources
Pic n mix sweets

Monday

16th Feb 2026

What schools need to understand about foundational knowledge
The renewed Ofsted framework refers to foundational knowledge. What is it, and how can schools demonstrate that they are providing it?
Tree support

Thursday

12th Feb 2026

Why your retrieval practice might not be working
The benefits of spaced retrieval practice are well known, but the importance of introducing variability in this process is often overlooked, writes Mark Roberts
Dog jumping in water after toy balls

Tuesday

10th Feb 2026

How critical thinking disappeared from the classroom
A series of well-intentioned reforms has led to a system that prioritises exam results over deep thinking, says Alice Whitby – but it’s not too late to reverse this
Heads coming up with lightbulb moment

Monday

9th Feb 2026

Should schools still be posting images of students online?
The rise of AI means it’s now easier than ever for online images to be misused, leaving schools in a precarious position when it comes to their presence on social media, warns safeguarding lead Thomas Michael
Woman with mobile phone

Thursday

5th Feb 2026

How occupational therapists’ role in schools is changing
It used to be the case that occupational therapists only really helped individual pupils with complex needs, but now they are increasingly working to a much broader brief with schools, finds Zofia Niemtus
Child holding pencil

Wednesday

4th Feb 2026

Do schools need to change course on behaviour?
‘Bad’ behaviour is damaging teacher wellbeing and disrupting learning, despite successive governments trying to tackle it. Could findings from behavioural psychology and child development hold the answer? David Robson takes a look
Alternative route

Monday

2nd Feb 2026

How can schools measure ‘belonging’?
There’s a growing focus on increasing pupils’ sense of ‘belonging’ in schools, but to succeed we need to find ways to ‘operationalise’ the concept, writes Jean Gross
Students in a bubble

Thursday

29th Jan 2026

Supporting speech and language: lessons from a specialist school
The number of children with speech and language challenges is increasing. Ellen Peirson-Hagger hears from one specialist setting about the techniques it uses to support learning that all schools could adopt
Speech bubbles

Tuesday

27th Jan 2026

How to teach about the Holocaust in the digital age
To address the risk of children encountering misinformation online, the International Holocaust Remembrance Alliance has updated its recommendations for teaching and learning about the Holocaust
Holocaust memorial in Berlin

Thursday

22nd Jan 2026

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
Woman looking at brain

Tuesday

20th Jan 2026

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
Town centre sign