‘Every classroom is neurodiverse. Each pupil will have a different way of thinking, feeling, and learning. This should be encouraged and supported.  While some neurodivergent pupils might need specialist support, many will benefit from changes to the environment, and...

‘Most of the thinking that happens in our classrooms is hidden from us. As teachers, we get to shine a light on a fraction of it. The more we uncover the better, as it allows us to adapt based on what we find, but even the most proficient formative assessment routines...

‘Children and young people’s enjoyment of reading and daily reading habits have risen for the first time in five years, having reached a 20-year low in 2025, according to our latest research. While the relationship between reading enjoyment and daily reading is...

‘As educators, we talk a lot about resilience—how students need it to bounce back from challenges, grit their teeth, and persevere. But what if resilience isn’t just about bouncing back? What if it’s about bouncing forward, adapting, thriving, and growing stronger...

‘If oracy is something to be brought in from the fringes of the curriculum, how do we as a profession make it front and centre of our pedagogy? Dialogic talk and the power of knowing how to debate healthily and passionately is paramount. Do the children in our classes...

‘Despite our best intentions, too often our efforts to make our teaching more diverse can risk becoming tokenistic. We frequently lack the time to make substantial changes to our existing curriculum, we lack clarity from policy to guide us, we lack the finance to...

‘Student agency refers to feelings of autonomy and input that learners have over their own learning. It is rooted in the principle that when students believe their actions can make a difference, they become more engaged, confident and effective learners. But should...

‘When we think about teaching essential skills to our students, executive functioning (EF) can take a back seat to traditional academic subjects. However, these cognitive skills—which include important processes like organization, flexible thinking, and...

‘Being a teacher is not just about delivering lessons. Students’ development and achievements are determined by several factors and one of these is taking account of their own progress. Turning up for lessons is just one element of their learning, but to reach their...