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Pupils with SEND are being ‘clustered’ in a small number of schools that are strong on inclusion, creating unsustainable pressure and limiting others’ ability to build stronger practice, warns NFER research

Group work using ‘vertical, non-permanent surfaces’ is a staple of Building Thinking Classrooms – a pedagogical approach gaining traction across the Atlantic. But how well does it work?

From attendance officers to anti-bullying programmes, schools are trying various methods to reduce persistent absence. But which work best? The EEF’s Emily Yeomans rounds up the evidence

AI is quickly finding its way into classrooms, including through a network of US schools that has replaced teachers with AI tutors. But is AI really set to reshape the teaching landscape? Holly Korbey investigates

‘Bizarre’ government proposals risk lumping together pupils with vastly different needs, and stripping out mental health support, leaders tell 91����

Administration tasks and workload provide ‘reality shock’ as new teachers discover what the role is really like, UCL researchers find

Our education system only really works for some children, writes professor of psychology Umar Toseeb, and the government’s plans for special educational needs reform won’t change that

New EEF research appears to give a strong vote of confidence to setting over mixed-ability grouping, but the authors of the study warn schools against taking any rash decisions

Only 3 per cent of school leaders were even aware of the government’s programme to increase flexible working after its first year, says DfE report

But high-attaining maths students in Year 7 and Year 8 performed worse when taught in mixed-ability groups, according to research from Education Endowment Foundation

Exam board says digital literacy should not be optional if young people are to be prepared for the demands of modern life

New EEF research shows that high prior attainers made slower progress in mixed-ability classes, but the overall picture is nuanced, writes Becky Francis