⏰ Hurry! Our Adaptive Teaching: Train the trainer programme closes soon. ▶️ Deepen your expertise in adaptive teaching. ▶️ Learn to deliver effective professional development. ▶️ Help teachers better meet pupil needs. Apply by Tuesday 4 November: https://t.co/bGMQTco5IR

Read the report in full from @EducEndowFoundn ⬇️ https://t.co/esXRpsAMuH

@DixonsAcademies @IFFResearch @EducEndowFoundn This is just the beginning. As this policy develops, we’re excited to see how it can be used more widely to support teachers, leaders and pupils in more schools. (7/7)

@DixonsAcademies @IFFResearch @EducEndowFoundn The scoping phase of this project is now complete. The EEF and research team are now exploring the next steps towards a potential impact evaluation. (6/7)

@DixonsAcademies @IFFResearch @EducEndowFoundn There were some key lessons for schools considering a similar approach: ▶️ Careful timetabling is essential. ▶️ Consider how to maintain professional development for early career teachers. ▶️ Consider the working patterns of part-time teachers. (5/7)

@DixonsAcademies @IFFResearch @EducEndowFoundn Qualitative evidence suggests no negative impact on pupils, including those with special educational need and disabilities, or from disadvantaged backgrounds. (4/7)

@DixonsAcademies @IFFResearch @EducEndowFoundn IFF Research interviewed teachers and leaders from seven Dixons schools across different phases, regions and backgrounds. Early findings show reported improvements in teachers and leaders’: ▶️ Morale. ▶️ Work-life balance. ▶️ Wellbeing and job satisfaction. (3/7)

@DixonsAcademies @IFFResearch @EducEndowFoundn Dixons Academies Trust introduced a policy of a nine-day working fortnight in 2024-25. We welcome Dixons trying and testing something innovative, which has sparked important conversations about workforce organisation in schools. (2/7)

Could a nine-day working fortnight improve teacher recruitment and retention? We’re proud to have contributed to the independent evaluation of @DixonsAcademies’s initiative by @IFFResearch and published by @EducEndowFoundn 🧵Here are early insights and lessons for schools. (1/7)

🗺️Teachers and leaders outside of England - this is your last chance to apply to start a National Professional Qualification this academic year. Get your application in now to start learning next month: https://t.co/O0oTgXHVwL

⌛There's only one week left to apply for our Adaptive Teaching: Train the trainer programme! Learn how to support your teachers to feel confident meeting the diverse needs of all pupils. Apply by Tuesday 4 November to start in November 👉

This week’s #InclusionInPractice webinar explored how evidence-informed teaching can help every child thrive 🌱 Our speakers highlighted how adaptive teaching is at the heart of inclusion - we'll share 3 practical components of REAch2's strategic approach to this: (1/5)

What started as a search for adaptive teaching strategies ended with "life-changing" professional development for Atyia. 🎥 Watch to see Atyia’s experiences of implementing adaptive teaching in her setting. Apply now to start your journey in November: https://t.co/bGMQTco5IR

Read Hilary’s blog on flourishing and belonging https://t.co/jyAk205U17 (4/4)

When staff feel valued and connected, they’re better placed to help pupils thrive. Supporting flourishing for educators and for children is a foundation for strong, inclusive schools. (3/4)

For the conference, our CEO @h_spencer shared a blog exploring how school and trust leaders can foster belonging through everyday actions that support competence, connection and autonomy. It highlights why these approaches matter for wellbeing, retention and pupil outcomes. (2/4)

Many attendees at this year’s #CSTConf25 reflected on the importance of ‘belonging’ — for staff, for pupils, and for the wider school community. It’s a theme that sits at the heart of great leadership and helps create the conditions for everyone to flourish. (1/4)

Every day, teachers and leaders are creating environments where all children can thrive. Together, we can build a stronger, more inclusive system based on evidence, strong practice, and the enactment of a deep responsibility for the children we serve. (4/4)

Through the @InclusioninPrac project, we’re working with @CSTvoice, @ImpactEd_Group and sector partners to capture and share examples of what successful inclusion looks like in schools across the country: https://t.co/jhcZUIg7Bm (3/4)

Agency matters. When we see ourselves as actors for positive change, we unlock new possibilities for our schools and pupils. Inclusive education is a national priority and a shared responsibility. (2/4)

At #CSTConf25, @LeoraCruddas reminded us that trusts and senior leaders across education have the power to move things forward, rather than wait for someone else to fix the challenges we face. (1/4)