Why does the system need a National Institute of Teaching? From cold spots to gaps in research, Sir Dan Moynihan sets out the reasons the school-led training provider came to be and the seismic shift it hopes to create
We need a broad and balanced assessment system too Digital technologies can improve the assessment of educational outcomes, writes Rachel Macfarlane, but we must go further than simply delivering exams online
Diversifying curriculum is everyone’s job now, not in 2024 The DfE’s planned model history curriculum is a welcome response to issues of racial representation, writes Abid Butt, but schools don’t need to wait for it
Schools face a financial tsunami and another edtech revolution An ill-conceived Covid response has left schools financially exposed and unprepared to adapt to technological advances, writes Richard Taylor
Social mobility: Why Birbalsingh is right and what to do about it Social mobility policy is often focused on rags-to-riches stories, says Loic Menzies, but there’s plenty ministers can do to make more modest dreams achievable
How can we judge the impact of coaching in schools? For all the buzz about coaching, until now there has been little by way of measuring its effects in education, writes Rachel Lofthouse
The seven stages of losing your work buddy Teachers everywhere are feeling a sense of loss as a valued colleague’s departure looms, so Gavin Simpson and Natasha Lawrence offer some guidance for coping
Why schools are vital to children’s social care reform The statistics are stark and it’s clear schools alone can’t solve the problems, writes Ed Reza Schwitzer, but they are a crucial part of the solution
Making practical sense of Covid learning loss research New data on learning loss is helpful, write Joan Mill and Jon Andrews, but our accompanying resources could make the difference for schools tackling the problem