We say SATs don’t define children, but they shape their experiences for years to come The test was designed to measure the school. Somewhere along the way, we started using it to measure the child
Ofsted must remember that even similar schools are different If contextual benchmarking is to work, it must help inspectors understand context without lowering ambitions
Don’t ignore local context in a rush to nationalise the MBacc Success absolutely cannot mean a reform that works well in core cities and patchily everywhere else
Strong boards need both organisational memory and fresh perspective Recruitment is of course important, but the data shows effective governance is also built through retention
No, Andy Burnham. Education doesn’t need a ‘complete rethink’ Parity of esteem cannot mean asking poorer children to narrow their horizons earlier
How to help special needs pupils feel part of the mainstream Inclusion bases must make pupils feel psychologically safe, accepted, understood and connected
A young person’s future should not depend on where they grow up Schools cannot close the white working-class achievement gap on their own – it will take a combined effort
Schools and trusts must know every looked-after child’s story, strengths and needs Children in care come to school carrying layers of vulnerability and complexity that too often remain unseen
Why high-quality provision for the most able pupils is crucial Almost two decades after gifted and talented was scrapped, provision for the most able is patchy at best