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As many Early Years Students complete their studies and prepare to start their first job this September, valuable guidance can make the difference. Our Early Years Adviser, Jo Watkins, has shared some insightful advice in the August 2024 issue of Early Years Educator.

In a recent article in Teaching Times, Hannah Trickett, headteacher of Maple Cross JMI and Nursery School, discussed the unique challenges of running a small school and the support she received from our Small Schools' Programme.

We are doubly proud to announce that both our Primary maths and Early Years programmes have been shortlisted for the 2024 Teach Awards. This year, the awards span 23 categories across early years, primary, and secondary, and we are incredibly proud to be shortlisted in two.

A new termly newsletter, specifically crafted to meet the unique needs of Multi-Academy Trusts (MATs). It aims to inform and educate, providing valuable insights, resources, and updates to support your Trust in thriving.

From curating a unique humanities curriculum to using flexible working to attract and retain staff, three of our colleagues recently used their knowledge and expertise to write thought-provoking articles for Teach Primary.

Nakita Changachanga, Year 4 teacher at First Tower School, Jersey, reflects on the impact of the HFL Education Winning at Writing project in her classroom.

Designed specifically to support newly appointed headteachers through the transition to a new headship and address the unique challenges they face.

Effective school governance plays a major part in ensuring that schools and academies are accountable to all stakeholders, well managed and focused on achieving the best possible outcomes for all their pupils. One method of checking this is with a self-review of your governing body/ trust board. A self-evaluation enables board members to assess their performance, review governance practices, and ensure they remain on track with their strategic priorities.

Taking a ‘deep dive’ into the observations and conclusions drawn from Ofsted’s English subject report and the subsequent priority of the teaching of spoken language.