ITT: Which is the odd one out? The deeply flawed ITT reforms are a threat to sustainable teacher supply for purely ideological purposes, writes David Spendlove
The stereotype that could be feeding exam anxiety The ‘snowflake’ stereotype is damaging and unjustified, but a more pervasive idea may be perpetuating exam anxiety, says Stephen Caldwell
Five research findings that improved our knowledge this year JL Dutaut picks out key insights from this year’s Schools Week research column, The Knowledge
Saved by the bell – but exam reliability questions won’t go away Ministers and regulators will eventually have to answer to the pressing issue of exam grade reliability, writes Dennis Sherwood
The long shadow of Covid still hangs over exams Examiners, admissions officers and commentators would do well to remember the disruption of the past few years when 2023 exam results are published, says Neil Renton
Tutoring take-up should ring alarm bells for long-term sustainability We are a long way from the tipping point where tutoring becomes business as usual, everywhere, writes Nick Brook
More parental complaints don’t mean more inspections Chris Russell sets the record straight on how Ofsted respond to parental complaints and what a rise in such complaints has meant for schools this year
Why teachers should reclaim the power of touch Safeguarding concerns have rightly made us more conscious of touch but there are many reasons teachers should use it responsibly, writes Gavin Simpson
Four ways to improve teacher CPD and make it impactful Emma Wilks offers simple strategies to design CPD that reflects what’s happening in the classroom and avoids information overload