The government recently published guidance for the Review of Post-16 Education and Training - known as the area reviews. At 60 pages long, and with more detail to follow, this document indicates the complexity of reconfiguring the post-16 sector.
As anyone currently struggling to hold school or household budgets together knows, money talks; key to whether bills can be paid, resources invested in, demands met.
This question was asked at ATL conference in 2016. As the results of our SEND survey show, clearly there is still a long way to go in making sure pupils with SEND get the support that they need to thrive.
Teachers are becoming gold dust, partly because there isn’t enough gold dust sprinkled into their pay packets to reward them for the job they do and the hours they work.
At a special conference on the 5 November this year, ATL delegates voted to ballot ATL members in the new year, about the creation of a new union, the National Education Union (NEU). NUT delegates made the same decision, on the same day.
This blogpost marks the first in a series examining the impact of the government’s apprenticeship reforms on the education sector, and discussing ways in which schools and colleges can respond.
The key stage 2 test results this year look very different to results in previous years. The curriculum being assessed is different, the tests are different and the reporting of results are different. At ATL we thought you might be interested in understanding how the standard was set for each test.
We asked some of our trainee and NQ members to tell us why they joined ATL. Here's what they said.
In all the arguments about whether or not reception baseline assessment is accurate or not, what is not discussed is that it is deeply disrespectful to young children and their families and their teachers.
Bolstered by the National Audit Office and Public Accounts Committee, the voices of the sector have finally been heard by government, which has finally acknowledged the teacher recruitment and retention crisis.