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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.

Preparation for undergraduate study through the medium of English.

This research and learning project started as a way to learn more about the chances for pilot mother tongue based multilingual education projects to become scaled up within the school systems in which they were operating.

Using the term ‘raising of the participation age’ (RPA) when referring to both aspects of the legislation, this pamphlet explains how the RPA will radically change the definition of what counts as being in education and training compared with today.

This report explored the provision of gifted education.

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.

Between March and May 2009, 40 teachers visited four countries: Australia, China, South Africa and the United States of America. The purpose of their visits was to explore the provision of education for gifted and talented students.

This document summarises the findings of a development and research (D&R) project that focused on tackling bullying in Coventry schools.