Class dismissed: England’s most disadvantaged pupils are invisible Sustained poverty leaves a cumulative mark on children’s outcomes. That can change
Inclusion is not the alternative to excellence. It is its foundation What we’ve learned from listening to young people, educators and communities across England
Improving attendance requires more than a sense of belonging New research reveals a need to tackle factors outside of a school’s direct influence
Stop pretending containment is the same as inclusion Schools cannot perform miracles with good intentions but inadequate resources
All children are entitled to inclusion with ambition We must ask more searching questions about how best to help pupils at key stage 3
Our cultural literacy programme helps pupils to truly belong Training for all staff and genuine collaboration is having a ‘measurable impact at scale’
It’s time for the Oasis way to become the national way too Government’s SEND reform proposals reflect practice already embedded in our academies
Bereaved children need continuity, not crisis‑only care Bereavement support for pupils should be a statutory duty in schools, not an optional extra
Stop the rush to push reception children into formal learning Play will not appear in a recorded outcome, but it is one of the most important ways that children develop