Why is it so difficult for teachers to remain in the profession? The work of teachers is subject to routine surveillance that has become intensive, excessive and intrusive, robbing them of autonomy and driving the retention crisis, says Dr Mary Bousted, author of Support not Surveillance
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
The Schools Supplementary Grant is entrenching inequalities We risk entrenching educational inequalities via flaws in the distribution of the vital Schools Supplementary Grant. This could have the biggest impact on our most vulnerable students, say Warren Carratt and Susan Douglas
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
Three inspections in a week: We need more compassion There is much anger that Ofsted insisted on business as usual last term as the pandemic took hold once again. We need to see a more compassionate inspectorate this term and beyond, says Dr Sam Parrett
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
There may be trouble ahead... Challenges for schools in 2022 What lies in store for us in 2022? Headteacher Ben Evans considers some of the challenges that await and what his priorities are for the coming year
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
Don’t say cheese? Rethinking school photograph day Is it time to get rid of the school photograph? Even small changes can make a big difference to the cost of the school day for pupils and families living in poverty, says Richard Barrie
Forgotten & invisible: Time to end the daily exploitation of supply teachers Supply agencies and umbrella companies are making millions at the expense of teachers. Dr Patrick Roach is spear-heading a campaign to end what he says is the exploitation of supply teachers
Cogito, ergo sum: Where next for critical thinking? Both pupils and teaching colleagues must be allowed and encouraged to identify, analyse, and solve problems systematically, rather than be spoon-fed facts without questioning them, says Deborah Lawson
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
How well deployed are your teaching assistants? The more that research is carried out into the link between well-deployed teaching assistants and pupil outcomes, the more we see the impact they can have, says Joanna Parry
What price experience? A flawed approach to teacher pay Experienced teachers are poorly paid compared to other graduate professions yet have skills which are highly valued by many industries. This is a recipe for disaster, says Dr Mary Bousted
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
