Editorial Comment

Headteacher Updates' editorial comment articles bring you the latest industry expert and editorial points of view on primary education.

Neurodiversity and mental health in the classroom

There is a growing and wide range of needs among children and young people that teachers and support staff are increasingly being expected to meet in the classroom. With a few small steps, we can make things easier for everyone, says Helen Osgood

SEND Review: What about support staff?

When it comes to the often-crucial role of support staff in supporting effective SEND provision, the long-awaited SEND Review is almost silent – this cannot be right, says Leigh Powell

MATs: What’s in it for us?

We must all be in or joining a multi-academy trust by 2030, but with the DfE still to present evidence for its policy, we must ask: is there a compelling case for academisation or is it blind compulsion? Paul Whiteman explains

Farewell then, the school-led system?

The Schools Bill currently passing through Parliament will be the beginning of the end of any real sense of autonomy for our schools, says Dr Mary Bousted

SATs: Testing for testing’s sake

This year’s SATs will be a pointless exercise, only adding pressure and stress for pupils and teachers when the burden of the pandemic is already heavy enough, says Helen Osgood

A national demonstration: Will you be there?

Serious recruitment and retention issues and the cost-of-living crisis is compounding workload and wellbeing issues at the chalkface. Dr Patrick Roach calls on teachers to join a national demonstration on June 18 calling for change

Who wants to be a headteacher?

The profession is on its knees after two years of working on the front-line of the pandemic. And unless action is taken on workload and wellbeing, the supply of school leaders risks running dry, says Diana Ohene-Darko

Covid: So, what do we do now?

With its decision to scrap all rules relating to Covid, the government once again has placed headteachers, school staff, and parents in an almost impossible position, says Chris Fabby

More than words: Please act now on teacher wellbeing

The workload and wellbeing crisis in schools is not down to a lack of resilience or competence on the part of teachers and the government’s response must reflect this. Dr Patrick Roach pleads with ministers to act now

SEND: A new approach to thinking about funding

One of the biggest barriers to effective SEND provision remains inadequate funding. The facts and figures have been well-documented. Please, says inclusion expert Daniel Sobel, we need a new mindset...

Pension warning: Schools urged to step in

The body blow of a pay freeze during the pandemic now risks being compounded by teacher pension losses due to the lack of ‘indexation’ – but schools can act to prevent this. Helen Osgood explains

Reception Baseline: We must continue the fight

The Reception Baseline Assessment is time-consuming, unreliable, and draining on schools’ budgets. We must continue to fight its use and protect young people from this controversial statutory assessment, says Deborah Lawson

No evidence that ‘brutal’ Ofsted regime works

If Ofsted cannot show that it achieves its core purpose, what hope does the profession suffering under its tyrannical yoke have? Ofsted is still driving pointless workload and operating with no evidence that its judgements are reliable, says Dr Mary Bousted

Tutoring: Hitting the target but missing the point?

The government has pledged to deliver tutoring for six million pupils by 2025. But with dwindling subsidies, Nick Brook says that ministers could well find themselves hitting the target, but missing the point

SEND and schools: Inclusive by design

At a time when the SEND system is facing a raft of challenges, Annamarie Hassall is taking the helm at special needs association Nasen. She wants to see all schools become inclusive by design and all SENCOs properly resourced and supported

Just think, they could call it social justice...

The chief inspector does not realise just how badly her food parcel comments have landed. There is nothing new in schools supporting disadvantaged families – so how about we drop the meaningless ‘levelling up’ refrain and focus on real change, says Geoff Barton

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