Editorial Comment

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

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A big picture recovery is required

Recovery from the setbacks of the pandemic runs deeper than just education, and it is time the government acknowledged this, says Matthew Dodd

Long Covid: We demand protection in law

Teachers dealing with the often-devastating impact of long Covid are not protected by legislation. Dr Patrick Roach urges everyone to get behind a new campaign to change this...

Penny-pinching and piecemeal: This is no way to plan a long-term recovery

The Department for Education’s penny-pinching, piecemeal announcements and politicians’ quick-fix solutions will put long-term education recovery at risk, says Deborah Lawson

No child left behind? Really, Boris?

The paltry investment in education recovery unveiled by the DfE has been met, quite rightly, with derision. We can only conclude that schools and young people are not the government’s priority, says Paul Whiteman

Lies, damn lies and variants

The DfE is withholding data about the extent of the spread of the ‘Indian’ Covid variant in schools. Jon Richards wonders if we are dealing with evidence-based policy-making or policy-based evidence-making...

This is a cruel way to treat young people

Child poverty levels have risen, yet again, and now stand at 4.3 million. The impact of this is severe, far-ranging and cruel, says Dr Mary Bousted

The fault line in our society...

The attainment gap between rich and poor has become a fault line in our society and there are clear links to poverty and disadvantage – yet this does not appear to be on the to-do list of the current government, says Geoff Barton

We are professionals: The proletarianisation of teachers

The proletarianisation of teachers began in the 1980s and continues today. The impact of this has been revealed most starkly during the Covid crisis. We must once again recognise teachers as professionals, not workers, says Dr Alex Gardner-McTaggart

The arts must be at the heart of Covid recovery

As ministers think about what the framework of the education recovery will look like, it is vital that pupils are able to access a broad, balanced and rich curriculum, says Dr Patrick Roach

From funding to staff wellbeing: A sustained approach to recovery

From funding to staff wellbeing, education recovery needs a sustained approach if it is to succeed in the long-term, explains Dr Patrick Roach

Pupil voice: Collaboration with pupils can no longer be optional

Collaborative decision-making means teachers involving pupils in decisions about what goes on in their classrooms – and it can be transformational. Dr Geraldine Rowe argues the case

Laptops for all, exams, digital learning? Where next for edtech post-pandemic?

Setting aside government threats over remote education and its slow response over laptops, politicians must seize the ‘accidental opportunity’ to put technology at heart of education, says Geoff Barton

Removing the unnecessary stress of lockdown remote learning

In addition to laptops, we should prioritise giving parents freedom from guilt and stress when it comes to home learning. Headteacher Graham Frost explains why this is more important than you might think

35 hours? The case for an annual CPD entitlement

An entitlement to 35 hours of high-quality CPD for every teacher and more effective support for new headteachers are two keys to school improvement according to the School Improvement Commission. Nick Brook explains

Full sick pay is essential to Covid safety

Catering and cleaning staff in schools are more likely to catch Covid, but many do not receive access to full sick pay if they have to self-isolate. Jon Richards says this has to change

A financial cliff-edge: The costs of Covid

The £650m catch-up premium is just a footnote when compared to the huge strain being put on school budgets by the Covid-19 crisis. Primary school leader Anthony David is deeply concerned

Supporting our teachers: Ministers must do better

As the pandemic continues, teachers are reaching breaking point. Ministers must do better, and that begins with making guidance clearer and giving schools the time and resources required. Sophie Howells explains

Covid-19: Where is the plan for schools?

Chaotic, blame-shifting, ineffective, incompetent – the government’s handling of education during the pandemic has hindered the recovery efforts of schools. An exasperated Paul Whiteman implores ministers to give us the support we need

Test & trace: A catalogue of broken promises

The full re-opening of schools is reliant on an effective Covid-19 testing system. And yet we are still waiting. Jon Richards despairs at the bombast of this government and its grandiose broken promises

Where now after Covid’s ‘Great Pause’?

Why do we educate? What is important? The Covid experience must change how we think about education. In a new book, chair of the Headteachers’ Roundtable Stephen Tierney, says that clarity about the content that needs to be taught must be matched by clarity about the reason for teaching it...