Position statements

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ATL's position statements set out our policy on key issues.

ATL's Equality Policy

Equality, Diversity and Inclusion are integral core beliefs at ATL. These beliefs inform everything we do from policy decisions to national campaigns; ATL is committed to representing the diversity of its membership and the students they teach.

A vision for professionalism

Teaching is an intellectual and learning profession, based on a high degree of continually developing general and systematised knowledge.

SEND Code of Practice

In September 2014 the SEND Code of Practice came into force.

Good quality apprenticeships

Apprenticeships should be a high quality path to a successful career.  ATL recommends that when advising young people or developing programmes, teachers and lecturers are aware that good quality apprenticeships:

Raising attainment in Scottish education

ATL Scotland has welcomed the renewed focus from the Scottish Government on raising attainment, particularly the emphasis on 'rich attainment' which has moved the debate on from that of purely academic achievement.

The future of governance: the end of the experiment?

Over past decades, teaching has become a closely managed profession. Successive governments have become increasingly involved in prescribing the detail of curriculum, assessment and pedagogy. Government and its agencies have attempted to standardise practice and have developed complex mechanisms to hold teachers and schools to account, mainly at national level through tests, performance tables and OfSTED inspections. These mechanisms have encouraged a culture of competition, of winners and losers, within the school system and for individual pupils and parents.

Key stage 4 reforms

In June 2013, the Department for Education published a consultation asking for views on the proposed subject content and assessment objective for new GCSEs in English language, English literature, mathematics, science, history, geography, modern languages and ancient languages. At the same time Ofqual consulted on the regulatory side of GCSEs.


The Department for Education (DfE) piloted the phonics test in approximately 300 schools in June 2011.

The role of schools and colleges in addressing radicalisation

ATL believes that education should provide students with the tools to meet life's challenges, and help them to make a better world.

Education Not For Sale

The research paper, written by ATL policy assistant Martin Johnson and the education journalist Warwick Mansell, analyses official Department for Education (DfE) figures. It shows how, since 2010, ministers have signed off £76.7 million of public funds to lawyers, head-hunters, accountants, estate agents and management consultants.