10 tips for building engagement and motivation around income generation activities.
What’s on offer with the DfE to help schools with energy costs, and where can you look for savings?
How is your school managing increasing need with decreasing funds?
School leaders need to be aware of changes to the training framework for early career teachers from September 2025.
What have we learned so far about how RISE teams will work with schools?
The DfE’s estate management standards define what’s required for schools to be managing their estates effectively, and sits alongside the competency framework.
The DfE is consulting on plans to narrow the digital divide and improve school IT infrastructure. Do you have good practice to share?
Education Support’s Stress Awareness Month toolkit includes ideas, resources and exercises for reducing stress and taking action to avoid the risk of burnout.
The DfE is running a call for evidence for NPQs, as part of its review of the qualifications. How popular are they?
What can we learn from the first Greener Schools Index Report, and how can your setting get involved?
Teaching assistants provide a vital role in schools. How can they be deployed most effectively?
Simpler Recycling regulations are now in force for schools. Do you understand the changes?
With unfilled vacancies running high, what can be done to improve recruitment and retention in schools?
The CSJ’s ‘Lost Boys’ report highlights challenges boys are facing, including in education where they seem to struggle from the start.
Headteachers are a precious resource. What can a responsible governing body do to support their headteacher while continuing to provide appropriate challenge?
The interim report of the Curriculum and Assessment Review has landed. What can we expect?
Do you know a non-graduate staff member who could make a good teacher?
Why has the Education Committee recommended auto-enrolment for free school meals?
What’s behind the government investment in supervised toothbrushing in nurseries and schools?
Improving attendance is a focus for many schools. What can you do to make a difference?
Download this checklist to help stay focused on honest conversations and listening to understand.
Are schools cracking down on mobile phones? What's working?
Why does carbon literacy matter for schools, and where can you learn more?
Questions to ask when considering a new project, programme or intervention
What can findings from DfE mental health research tell us about effective interventions?
Use these slides with staff and stakeholders to talk about key proposals in the consultation process.
What advice does the DfE guidance offer about using generative AI in schools?
What impact will the cap on compulsory branded items have on schools?
The DfE seeks views on new accountability measures, including digital school profiles and intervention from RISE teams.
The DfE is seeking views on proposed changes to Ofsted, including a new report card format.
Breakfast club provision comes in many different forms, and brings a variety of benefits.
What changes ahead lie for Ofsted, SEND provision, the curriculum and accountability measures?
The DfE is pushing ahead with AI innovation. What do schools need to do?
The DfE funds different routes for school business leaders to develop their skills.
DfE research explores the roles, responsibilities, deployment and impact of teaching assistants.
The DfE’s climate literacy survey indicates a mixed level of understanding of key issues.
Sir Martyn Oliver speaks to MPs about Ofsted reforms and consultation on the proposed report-card format.
NFER’s report explores potential supply routes for the government’s target of recruiting 6,500 teachers.
What can schools and academies expect from changes outlined in the policy summary for the Children’s Wellbeing and Schools Bill?
The DfE’s research into business professional practice explores the ways that trusts are managing school resources and adding value.
The report Nothing Happens In Isolation sets out to explore views around exclusion from pupils, parents and teachers.
The wave 3 survey into working lives gives insights into attitudes around workload, wellbeing, pay and job satisfaction.
What factors make schools more prone to and more resilient to financial pressures? How are schools managing these pressures?
NFER’s dive into trends in graduate numbers reveals a potential pool of untapped talent for shortage subjects.
ISBL’s Sustainability Standards provide a framework to support implementation of sustainability practices across operational areas.
The breakfast club early adoption scheme provides an opportunity to feed into government strategy.
The government’s policy statement Keeping children safe, helping families thrive commits to an overhaul of children’s social care.
There’s an improvement in organisational support for mental health and wellbeing, but the Teacher Wellbeing Index 2024 reports that 78% of staff are still stressed.
CST’s report Next-gen governance recommends a stewardship focused approach for boards and fostering a diversity of perspectives.
The current SEN system is costing the government £10 billion, and that’s set to rise. What’s needed for a more effective, sustainable approach?
Skills in STEM are vital for innovation and growth, but we have a supply shortage. The CfEY’s report investigates barriers to post-16 study.
The Missing Mothers report highlights the high number of women in their 30s leaving teaching. What can be done to improve retention?
Bridget Phillipson speaks about her top concerns, including attendance, SEND provision, wellbeing and achievement.
The government is encouraging primary schools to consider setting up nursery provision with a capital grant of £150,000 as incentive.
In We need to talk, the Oracy Education Commission argues for oracy as the fourth ‘R’ of education, with wide-ranging benefits for learners.
School Food Matters’ research report, Cost of a School Meal, argues that there’s a funding gap between school meal allocations and the actual cost of catering provision.
The EEF’s guide to the pupil premium supports schools in making effective use of the funding with an evidence-based, cyclical approach to planning and implementation.
The DfE wants all education settings to have a sustainability lead and climate action plan in place by 2025, with pupils and staff involved in setting objectives. What's involved, and what's the benefit?
The curriculum and assessment review group want people involved and interested in the curriculum to contribute to a call for evidence. Submit your views by 22 November 2024.
Skills England has declared a mission to ‘meet the skills needs of the next decade’. How does this relate to careers, curriculum planning and the apprenticeship levy?
Financial sustainability, quality of education and workforce development are top of the strategic priority list for responders to the CST's annual survey.
There is still funding available for some NPQs and for schools that have a high proportion of pupil premium students. Find out what your setting can access.
Pupils are more likely to want to attend school when they feel safe, wanted and part of the school community according to the second Understanding Attendance report from the ImpactEd Group.
