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The early years sector has faced multiple challenges in recent months, with disruption from the pandemic converging with staff shortages, increased safeguarding concerns, higher numbers of children identified with additional needs, and a new statutory framework to implement, as well as pressure to ensure businesses remained financially viable. Despite this – or perhaps as a result – there was demand from the sector for high quality professional development to give practitioners the tools to support children effectively. The ‘Building on Success’ programme has emerged as an effective response to this – well-designed and responsive to the needs of early years professionals.

This document explores the broader context within which restorative practices are located and is intended to stimulate consideration of the most appropriate models of disciplinary practice in schools.

This report explored upskilling and reskilling in the context of the 2020 skills ambition.

Last week, the Department for Education (DfE) published its white paper, Opportunity for All, setting out government policy priorities for the school system in England. The document contains both important new announcements and a renewed and expanded commitment to existing policy principles in areas such as teacher professional development and support for vulnerable individual students.

Gender gaps in education widen significantly at the time of adolescence due to the compounding disadvantage faced by girls, including negative gender norms, and health and safety risks. Our Girls’ Education Challenge project in Kenya works to support girls in a tailored way as they transition to secondary or vocational education and training pathways. In this case study, we illustrate the power of our guiding principle for adolescent girls’ education: as girls grow, we need to grow with them.

Following the national roll out of the Early Career Framework (ECF) and reformed suite of National Professional Qualifications (NPQs) in September, Robin Walker MP, Minister of State for School Standards, has sent a letter to schools updating on progress and upcoming improvements. As a delivery partner of both the ECF and NPQ, Education Development Trust is pleased to see the programmes recognised as a critical part of the UK’s ‘world-class teacher development system.’

On Tuesday 22 March, we held our very first Delivery Partner National Conference in Birmingham, UK. Early Career Professional Development Programme and National Professional Qualifications Delivery Partners from across England gathered to collaborate and share best practice and ideas.

One of the newest additions to Education Development Trust’s UK portfolio, the School-Led Tutoring Programme has trained, assessed and endorsed thousands of School-Led Tutors across the nation since its launch in November 2021. This work aligns directly with Education Development Trust’s overarching vision to transform lives by improving education and our decades’ long legacy of supporting pupils by providing them with enhanced opportunities to learn and thrive. We have been delighted to see the incredible progress made in the initial few months of the programme and we are heartened to know the important difference our work is making to pupils and educators who are working hard to overcome the significant challenges brought on by the Covid-19 pandemic.

On 16 March 2022, EDT was pleased to host a panel session as ASEAN Ministers of Education met with UK government officials and education specialists to discuss education challenges following COVID-19.

How did schools in Jordan adjust to the sudden shift to distance learning and what can we learn from the country’s approach to inclusive education during the pandemic? Learning Bridges is an innovative blended learning model adopted by Ministry of Education in Jordan in partnership with UNICEF and EdDevTrust. To date, the programme has enabled half a million children to continue their engagement with education during Covid related school closures.