Speak out!

A blog from ATL

Checkmate!

James Corrigan, from Chess in Schools and Communities, tells us why chess should be played in every school.

Delaying the award of qualified teacher status – a risk too far?

The consultation on strengthening QTS (Qualified Teacher Status) finishes today and while strengthening the profession is indeed vital against the current backdrop of teacher shortage, the devil has certainly been in the detail.

We need to stem the crisis in SEND

If you work with children you may be familiar with a 'what if?' conversation. These conversations can often assist professionals to establish if a child or children are at risk of harm, and if they need to raise a safeguarding 'cause for concern'.

The shadow of Section 28

Thirty years ago Section 28 of the Local Government Act 1988 became law. This short clause - less than two hundred words - impacted upon the education of millions of British people. It prevented schools from “promoting” homosexuality or teaching “the acceptability of homosexuality as a pretended family relationship”.

How should we use technology in assessment and qualifications?

That’s the question Nansi Ellis, National Education Union policy AGS, came away with from last Friday’s Westminster Education Forum on the future of assessment and qualifications.

Bisexuality in schools

Jayne Whistance discusses concerns specific to bisexuality and the issues that can be faced.

Why we need to be visible LGBT+ role models in schools

A guest blog from Daniel Gray, Middle leader at Harris Academy South Norwood and Co-founder of LGBTed.

The tools to talk about gender

Advice to help you have confident conversations about gender from NEU (ATL section) equalities officer, John Shortell.

A school of 'second chances' shouldn't be a last resort

Inside the independent residential special school that treats its high-needs pupils as people first, not labels.

Is placing young children in ability groups “a necessary evil”?

The National Education Union recently commissioned research to find out how widespread the practice of using ability groups in the early years and key stages in English schools.