Pulling together to tackle wellbeing challenges
Edurio’s recent report, Staff Wellbeing in Academies, deepened our understanding of the wellbeing pressures faced by the professionals working in our schools.
As we move towards a general election, it’s vital that the voices of teachers and school leaders are heard
A new government must commit to developing its plans for education in partnership with the profession. We see what our pupils and their families need in order to flourish, and we are committed to education as the route to shaping knowledgeable, skilled and creative individuals who together can build a better world.
Cragside Primary School: Creating time and space for all voices to be heard
Cragside Primary school is a two-form entry primary school in Newcastle-Upon-Tyne. At Cragside, we aim to provide children with an education that: inspires and nurtures; celebrates individuality and diversity; and equips every child to make a positive contribution to their community.
OFQUAL’s Chief Regulator comments on the upcoming Summer assessment period
After a long career as a teacher and school leader, and three years as Ofqual’s Chair, I took up the role of Chief Regulator in January.
Rethinking Curriculum presents: Riverhead Infants School
We caught up with Riverhead Infants School leadership team to learn more about what inspired them to join the pilot year of the Rethinking Curriculum project funding by the Helen Hamlyn Trust and what their vision for the future of the school is.
Chartered College of Teaching and Penrose Education Ltd Launch New Partnership to Improve the Quality of Education for Children and Young People.
The Chartered College of Teaching is pleased to announce a new partnership with Penrose Education Ltd.
Empowering rural education: Flookburgh C of E Primary’s curriculum transformation
Flookburgh C of E Primary School is a small rural village school set in the South Lakes Peninsula of The Lake District. Our children are at the heart of what we do and over the past few years we have been working on our curriculum to reflect where we are as a school now.
Cognitive science in education – Teachers’ questions for research
As the professional body for teachers, we see it as one of our main responsibilities to support the development of evidence-informed practice in education and to help narrow the research-practice gap.
“We need a plan for education, and a government we can trust”
In a wide-ranging discussion, the 16 Fellows who joined me highlighted problems with Ofsted and the damaging pressure of exams and tests
Dame Alison’s New Year’s Priorities
As we open the new pages of 2023, we say goodbye to another turbulent year. While we will all have hoped to focus on Covid recovery, new stresses and strains have distracted us.
