DANIEL EMMERSON, EXECUTIVE DIRECTOR, GOOD FUTURE FOUNDATION, UK School leaders are in a precarious position, whereby they are striving to ensure the best possible futures for their students whilst also being aware of the impact that artificial intelligence (AI) technology is already having on the way in which young people are adapting their study and their […]
Anna Lindroos Cermakova, Senior Research Associate, Lancaster University, UK Generative Artificial Intelligence (GenAI), labelled as a paradigm shift, the fourth industrial revolution, cognitive automation, the algorithmic age, the great disruptor and other terms depending on the perspective taken, forces us to consider the trajectory this technology charts for the future of learning: How will the […]
DR LUCY CATON, SENIOR LECTURER AND LEAD FOR THE CENTRE OF AI IN EDUCATION, THE UNIVERSITY OF GREATER MANCHESTER, UK HELEN BRADFORD-KEEGAN, FOUNDATION HEAD OF EDUCATIONAL RESEARCH AND INNOVATION, BOLTON SCHOOL FOUNDATION, UK This article presents preliminary findings from an ongoing study exploring the use of generative artificial intelligence (GenAI) to help reimagine formative feedback […]
What kind of teaching do we need for the future we want? As global expectations for learners rise, so too do the demands placed on our teachers. While many education systems focus on what students should learn to thrive in an uncertain future, they also need to consider how to best support teachers so they, […]
It is a trying time to be a Trust, school, or college leader. Today’s education leaders face rising expectations, shrinking budgets, staff shortages, and mounting accountability pressures. They are expected to deliver high-quality education, drive improvement, support wellbeing, and lead inclusively—all while under intense scrutiny from Ofsted and performance frameworks. These challenges leave little room […]
PISA for Schools is an OECD assessment that evaluates 15-year-old performance on reading, mathematics, and science. It also gathers insights into students’ learning environment, engagement and well-being, offering schools valuable data that help them benchmark performance internationally and improve education outcomes. A central ambition, and ongoing challenge, has been translating these insights into meaningful actions that […]
The future of teaching will be shaped by its capacity to innovate, and that innovation often begins in the classroom. As traditional educational models struggle to meet the needs of today’s learners, a growing movement is reimagining teaching as relationship-centered, metacognitive and something that is grounded in real-world problem-solving. But what kind of support do […]
When 1.6 million pupils are persistently absent from school (Centre for Social Justice, 2025), it’s not a compliance problem – it’s a design failure. On Tuesday 3 June, join radical education practitioners and researchers at our virtual conference as we challenge the very premise that physical school buildings are necessary or beneficial for an increasing […]
Recent efforts to curb the teacher retention crisis in the UK and elsewhere have focused on increasing the availability and uptake of ‘high-quality’ teacher CPD. But is this ‘human capital’ approach sufficient, and what further conditions might need to be in place to enable teachers to implement their professional learning in their classrooms? This free, […]
Dr Chandrika Devarakonda, University of Chester, UK Diversity and difference among learners should be acknowledged, accepted and appreciated to enable better outcomes for all. For educators, this entails adaptation of both the curriculum and learning approaches, appropriate to the varying needs of children within a class and within a school or college. Generally, diversity is […]
MARK LESWELL, RESEARCH LEAD, SWALE ACADEMIES TRUST, UK Introduction The number of students identified as having special educational needs and disabilities (SEND) is increasing. In England, for example, 1.7 million pupils were identified as having SEND in 2024, representing 18.4 per cent of all pupils (DfE, 2024). Despite our dedicated efforts, the educational outcomes for students […]
Helen Ross, Owner and Founder, Helen’s Place Education Consultancy, UK Elizabeth Malone, Reader, Manchester Metropolitan University, UK Peter Wood, Senior Lecturer, Liverpool John Moores University, UK Introduction Recently, discourse around how teachers should meet learners’ needs in the classroom has shifted (Glazzard and Green, 2022; Knapton, 2022). Previous discourse was rooted in ‘differentiation’ of children […]
GEMMA JAMES AND MELISSA TAYLOR, EARLY LEARNING HIGH NEEDS PATHWAY LEADS, ELLESMERE COLLEGE LEICESTER, UK A phrase that most staff in an early learning environment will have heard, whether in the working environment or in conversation in the wider community, is: ‘all they do is play’. In this article, we discuss the importance of play and […]
TANYA ROWLEY, DIRECTOR OF QUALITY OF EDUCATION, SHAW EDUCATION TRUST, UK ALISON PARR, EDUCATION CONSULTANT AND DEPUTY REGIONAL LEAD, WHOLE SCHOOL SEND, UK Introduction This case study explores the approach taken by a medium-to-large multi-academy trust (MAT) to enhance support and outcomes for students with special educational needs and disabilities (SEND). The context for the SENDing Students […]
JANOS FABIAN, DIRECTOR OF MUSIC, ST EDMUND’S SCHOOL, UK; PHD MUSIC PSYCHOLOGY RESEARCHER, UNIVERSITY OF LEEDS, UK Music has long been recognised for its power to evoke emotion and facilitate human connection. In recent years, research has increasingly highlighted the role of music psychology and music therapy in supporting children’s social and emotional development (Rus et […]
VICTORIA COOK, LEAD RESEARCHER, CHARTERED COLLEGE OF TEACHING, UK LISA-MARIA MÜLLER, HEAD OF RESEARCH AND POLICY, CHARTERED COLLEGE OF TEACHING, UK BETH O’BRIEN, EDUCATION CONTENT MANAGER, CHARTERED COLLEGE OF TEACHING, UK Introduction In our recent working paper on teacher professionalism, we emphasised the role of teachers in adapting and implementing research evidence as part of […]
RICHARD HARVEY-SWANSTON, SENIOR LECTURER, UNIVERSITY OF BRIGHTON, UK KERRI BURNS, SCHOOL IMPROVEMENT ADVISOR, UNIVERSITY OF BRIGHTON ACADEMIES TRUST, UK TIFF COLE, FACULTY LEAD COACH, UNIVERSITY OF BRIGHTON ACADEMIES TRUST, UK Introduction This article reports on research that evaluated the effects of a trust-wide professional development (PD) programme for middle leaders, designed, delivered and evaluated in partnership between the […]
SARAH COTTINGHATT, RESEARCH LEAD, STEPLAB, UK; PROFESSIONAL DEVELOPMENT CONSULTANT, AUTHOR AND COACH ADAM KOHLBECK FCCT, DEPUTY HEADTEACHER; CO-FOUNDER, EDUPULSE, UK CHRIS PASSEY FCCT, DEPUTY HEADTEACHER; CO-FOUNDER, EDUPULSE, UK Instructional coaching, a form of professional development, may be a strong bet for schools (Sims, 2019). While there is debate about the definition, for the purposes of this article, we […]
SYM PITSIALIS, SENCO, HENDON SCHOOL, UK HELEN LANGSAM, ASSISTANT HEADTEACHER, HENDON SCHOOL, UK Introduction This case study details our journey to enhancing special educational needs and disabilities (SEND) provision in our secondary school by strengthening adaptive teaching practices across the school’s faculty teams. It explores how an external SEND review, collaboration with faculty heads and a tailored […]
JULIA TRICKEY, ASSISTANT PGCE PRIMARY PROGRAMME LEADER AND SEND AND INCLUSION SPECIALIST, UNIVERSITY OF DERBY, UK BECKY MANTON, PROGRAMME LEADER, UNIVERSITY OF DERBY, UK CHARLOTTE MOSEY, ASSISTANT HEAD OF DISCIPLINE: PRIMARY ITT/E, UNIVERSITY OF DERBY, UK The importance of preparing early career teachers to be able to facilitate progress for all learners has been put into focus in […]
