A child’s early education is crucial for later success, but what does that mean? Maureen Hunt shows how play-based learning strategies are developmentally important and transition to formal education should be more gradual.
The latest metrics show that many gaps remain in the education system. Sam Butters from the Fair Education Alliance asks what it would take to really create a fair education system.
Georgina Newton calls for an ethos of inclusion and tolerance in our education system.
James Bowen, Director of NAHT Edge, calls for a return to inclusion.
Joan Deslandes, OBE, shows how Kingsford Community School is helping children from deprived backgrounds reach for the top, achieving the distinction of becoming a Centre of Excellence for their approach to inclusivity.
Sonia Blandford looks at the role of education in producing social mobility.
By the time students are in Post-16 education, they are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time.
A philosophy-based program called askit is helping students at Central Bedfordshire College learn how to ask questions and reason with problems that don’t have clear answers. Professor James Crabbe and Ali Hadawi explain how this program is transforming aspirations for learners at risk of underachieving.
The social mobility crisis is ongoing and young people from disadvantaged backgrounds are suffering the most. Sam Butters explains how the Fair Education Alliance is acting to combat the achievement gap and pursue educational equality for all.
Sonia Blandford looks at how important it is that we focus on building social mobility from the inside.
Communicating with parents of disadvantaged children can be an ongoing challenge. Carolyn Kelly, Deputy Head Teacher shares ways to connect.
A campaign called BLUSH is trying to lift young males out of their shocking language delay. Kathryn Boothroyd and Julie Hoodless report.
Sue Clifford, MBE writes the second of two articles exploring how certain areas of the curriculum can be ‘triggers from the past’ for some traumatised children.
Sonia Blandford takes a look at how 'mutual gain' could work in education.
As an antidote to an increasingly narrow curriculum, Park House School in Newbury adopted the Olympian values of the Get Set programme for its extra – curricular learning. It has transformed the outlook of the pupils towards those less fortunate than they are, explains Derek Peaple.
Amy Husband is the head teacher of Clifford Bridge Academy. Here she gives a personal view on what it means to be an inclusive school.
How can we effectively prepare children and young people today for future lives in a changing world that is inherently unknowable to us? Asks Stephan Burkey.
Sonia Blandford looks at the need to recognise that regardless of background, challenge and need, achievements come in a variety of forms.