John Dickens

Getting the UK up the international league table for science depends on engaging more learners earlier – and classroom talk could be key, says Marianne Cutler

Schools Week journalists have been recognised at the 2023 British Journalism Awards for their agenda-setting investigative reporting

Lillian Flemons reveals key findings from a rapid literature review to support teachers to implement edtech effectively in maths and science classrooms

Becky Francis sets out the findings and recommendations from the EEF’s latest research into Pupil Premium usage

Nic Ponsford provides some useful strategies to increase young people’s body confidence and empower them to be their authentic selves

Harris Federation boss Sir Dan Moynihan said school support services were “stretched to hell”, leaving teachers doing “more and more

A new NFER report reveals the full range and scale of challenges facing schools supporting struggling families

The success of the government’s reorganisation of music hubs will hinge on three key factors, explains David James

Middle leadership can be uniquely challenging but some simple steps can ensure your enthusiasm for it is sustained, explains Gemma Drinkall

Latest data shows 43% of funding went unspent last financial year

Neurodiverse pupils could be masking a pain-related condition that affects their attendance and attainment, explains Jane Green

A new EEF report contains enough evidence to recommend that it should be available to all of our young people

We must do more to ensure more disadvantaged students stay on the excellence pathway, writes Si Coyle

First collection of data shows nearly 1,500 children with social workers not in school

‘Educators won’t be surprised - but these numbers are harrowing’

The profession rightly expects evidence-based edtech, but how can teachers and leaders be sure of about claims of efficacy? Natalia Kucirkova explores

Sir Peter Lampl will leave as chair of the Education Endowment Foundation (EEF) after 12 years in the role

Restrictions and lack of guidance are stifling investment in better, greener learning environments, explains Tim Warneford

This week’s ‘final warning’ to avoid catastrophic climate change means school and trust leaders must stop kicking the can on curriculum reform, writes Mike Ion

An increase in multi-academy trusts spanning multiple regions means we need to develop new ways to deliver school improvement, write Astrea’s regional directors