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Assessment for learning – where the first priority is to promote learning – is a key means of initiating improvement. The strategies and principles underpinning assessment for learning form the basis of this review.

We are seeing tangible results from our efforts to support female school leadership in Rwanda. Working closely with the Rwandan Education Board, our Building Learning Foundations (BLF) team has delivered effective training on gender and recruitment of middle leadership positions, boosting the share of School Subject Leaders in lower primary schools to 72%.

This review deals with the structure and contents of the curriculum; curriculum delivery; the relationship between school structures and the curriculum on offer ('study pathways'); and teaching (pedagogy).

With a specific focus on children with special educational needs (SEN), this review addresses the forms of classroom practice that can help all children to participate, focusing on elements of inclusive education and the implications for schools and school leaders.

This research report looks at how mindfulness can be used to manage teacher work-related stress. The report is based on a small-scale study of the effects of stress on the structure of consciousness.

The 'Talking School' is one which prioritises the importance of talking and listening as a means of thinking and learning and as a way of developing collaborative and cooperative skills.

The concept of the 'digital divide' has long been used to justify provision of free or discounted computer equipment to school students in the UK, yet 95% of households with children now have access to the internet.

The Languages Support Programme aimed to expand the capacity of teaching schools in England to develop and share best practice in languages education so that achievement in languages could be improved nationally.

This report offers a comparative perspective on the debate on language learning in schools within England, examining the research evidence and showing how other countries are tackling the typical issues and challenges.

This paper aims to analyse and describe the potential of the Teaching Schools initiative to improve teaching and raise standards, identify some of the risks that might jeopardise its successful implementation and propose possible mitigations.