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14 November 2026

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Opinion

Why ITE providers should deliver the early career framework

The new programme to support new teachers is a once in a generation opportunity – and ITE providers can make it a success, says James Noble-Rogers The much anticipated early career framework (ECF) to support new teachers during their first two years in the profession was published to generally warm applause by the Department for […]

How to use worked examples in the classroom

How can we use worked examples to help students see what success looks like – and participate themselves? D Royce Sadler’s classic article encouraged teachers to help students to self-monitor: to understand what they need to do and work towards achieving it, monitoring the quality of their work as they complete it. Sadler noted how […]

Not all is lost when children are excluded, for some it’s just the beginning

It’s not ok to keep talking about PRUs as hotbeds of drugs and crime – they are doing a great job providing support and education for vulnerable young people, says Sarah Dove As providers of education, we are all dedicated to giving young people the best foundations for a bright future. With fifteen years’ experience […]

Oracy is more than a tool for teaching knowledge

If we want a cohesive society, we must make sure that oracy’s power for bringing people together is not sidelined, says Kate Bowen-Viner When I was 18, I helped to facilitate debating sessions in a juvenile detention centre for boys. By listening, I learned about injustices and heartbreaks that they had suffered, as well as […]

MAT CEO pay should be judged on value for money

The real question about chief executive pay in the schools sector is whether it represents value for money, says Steve Lancashire As the chief executive of the largest primary academy trust in the country, I am paid far more than I ever thought possible growing up in Sheffield in the 1970s as the son of […]

How we’re redesigning our MAT curriculum

How do you turn commitment to the curriculum into systems, process, policy and culture? The Ormiston trust’s five-year strategy will try to answer that, says Amelia Walker One of the best moments since I joined Ormiston was overhearing a head of department say to a colleague, after a session talking about curriculum, “O Captain! My […]

Mixed prior attainment teaching: why it worked for us

In 2011 Rosendale primary was looking for ways not only to close the attainment gap between pupil premium and non-pupil premium children, but also to use evidence-based practice to ensure we maximised potential attainment for all pupils. The Teaching and Learning Toolkit compiled by the Education Endowment Foundation highlights that collaborative learning, metacognitive strategies, feedback […]

How well do you know your school’s curriculum?

Too many schools (and their leaders) know more about pupils’ scores than what they’ve actually learned about, says Tom Sherrington More schools seem to be undertaking some form of curriculum review, which is encouraging. In primary schools this is often around the foundation subjects; in secondary schools it’s mainly about key stage 3. No doubt […]

The new baseline assessment is fairer than what we have

The new reception baseline is a fairer way of assessing primary schools because it means we’ll get credit for the work we do early on, argues Cassie Young The reforms keep on coming. Not since Gove’s day have we seen such a quick pace of change in education. There’s of course the juggernaut that is […]