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The number of children being classed as having SEND is overwhelming – but have we stopped to think that the system could be to blame, asks the leader of E-ACT academy trust

A secondary head explains how they have rethought how they engage with prospective new students, so they really get to know the school – from its layout to new lessons

There are signs of progress despite disappointing data released today, says Scotland’s commissioner for fair access

As schools await new performance table data, Sammy Wright says the fact we are now entering a two-year hiatus for Progress 8 offers the perfect chance to rethink how we measure impact

The Year 12 qualification has seen declining numbers since A levels were reformed in 2015. Yet some students still sit AS levels. Sixth-form leaders tell Ellen Peirson-Hagger why

Without insights into markers’ decisions to reward or penalise aspects of a student exam paper it’s hard to know whether to challenge a mark or not

One education director at a trust of special schools explains the practical steps it took to improve attendance – with some remarkable results

We know that exam grades are changed each year due to challenges but the problem of marking errors is likely much bigger than anyone realises, says Dennis Sherwood

This year, maths became the first subject to surpass 100,000 entries. Experts tell 91¶¶Òõ what makes it a good qualification – and how it could better prepare students for real-world maths

As part of a call for evidence for the curriculum and assessment review, Professor Becky Francis looks at the data on subject take-up for GCSE and A levels and argues there is a more ‘nuanced’ picture than many believe

The Scottish government’s response to the Hayward review is symptomatic of a myriad of missed opportunities for the country’s education system, says Barry Black

School Leaders Scotland responds after the long-awaited government response to the Hayward review of qualifications and assessment, and also shares its view on the country’s education bill