Protecting staff and pupils from AI-generated image manipulation
Rapid advances in AI technologies are introducing new and evolving safeguarding challenges for schools. Increasingly, concerns are emerging around the ease with which images can be created, altered and repurposed using AI tools, raising important questions about privacy, consent and online safety. In this article, Alex Dave, safeguarding lead at edtech charity LGfL – The National Grid for Learning, examines the risks associated with AI-generated and manipulated imagery in education settings. She explores the potential impact on pupils, staff and the wider school community, and outlines practical measures school leaders can take to strengthen safeguards, review policies and reduce harm. Managing the risks of AI image manipulation in schools Good safeguarding goes well beyond the school gate. As schools increasingly use websites and social media to celebrate achievements, showcase learning and connect with their communities, it is important to consider how published images may be used beyond their intended purpose. While sharing photographs brings clear benefits, advances in AI have significantly reshaped the risk landscape. Images featuring pupils and staff can now be copied and manipulated with unprecedented ease, creating new challenges for schools seeking to balance community engagement with keeping children and young people safe online. A growing concern is where photos of pupils or staff are taken from websites, social media channels and marketing materials. These images are then processed using artificial intelligence tools – such as freely available ‘nudification’ apps – to create non-consensual, synthetic sexual imagery, including AI-generated child sexual abuse material (AI CSAM). The AI tools used to create such abhorrent and illegal images (photos and videos) are neither difficult to find nor use. The reality of this threat requires our attention and proactive leadership. The Internet Watch Foundation (IWF) has also published recent data about the significant increase in AI Generated CSAM being found by their analysts, suggesting that this technology is already in the wrong hands. This has led to new guidance being published this month by the UK Online Harms Early Warning Working Group. Recognising the risks and impact Concerns around AI image manipulation may, for some, appear overstated. However, these risks are both genuine and increasingly prevalent. While schools rightly seek to celebrate pupil achievements and share positive moments with their communities, recent technological advances have significantly altered how images published online can be accessed and used. Photographs shared on websites and social media can now be easily edited and repurposed into highly realistic but entirely fabricated content. In some instances, this may involve harmful, abusive or exploitative material. Against this backdrop, schools are encouraged to carefully reflect on whether their current approaches to image sharing remains effective andaligned with the expectations and informed consent of parents and carers in an age of increasingly sophisticated AI tools. The creation of synthetic intimate imagery carries severe real-world consequences • Vulnerability to blackmail: Perpetrators can use manipulated images to blackmail individuals or the school itself, demanding money under the threat of public exposure. • Significant risk to already vulnerable children: The non-consensual sharing and modification of student photos directly compromises the safety of vulnerable children, such as Looked After Children or those on child protection plans, by exposing personal data or location routines. • Profound emotional distress: The emotional toll on the victims, whether they are pupils or staff members, and their families, is immense. Dealing with these breaches is also heavily distressing for the safeguarding teams managing the fallout. And if deepfakes are shared on the web, they are difficult to totally remove, and so the consequences can be long term. Strengthening safeguards for published school imagery Senior leadership teams are encouraged to review all publicly accessible images featuring pupils, staff, governors and school leaders, and consider whether further safeguards would help to reduce potential risks. • Review the necessity of published images – Reflect on whether identifiable, front-facing photographs are genuinely required. In many cases, the same message can be communicated effectively through alternative approaches, such as images taken from a distance, over-the-shoulder or from behind, or group photographs where faces are less easily identifiable. Some schools are also choosing to use illustrations or avatars for staff, leaders and governors in place of photographs, helping to reduce the likelihood of images being copied, manipulated or misused. • Utilise protective technology – Deploying blur or manipulation technology on student faces or background features makes imagery harder to misuse*. Additionally, you can strip out all embedded EXIF metadata (which can reveal device details, times, and routines) before uploading files. But this is not a quick process and requires some technical expertise. • Implement quality controls – Publish lower-resolution images online to hinder the effectiveness of AI manipulation tools, although this does not eradicate the risk. • Assess your social media channels – Closed groups are always preferable when posting photos, but any member, regardless of who they are, could still save, edit and share any images posted in the group. If you continue posting images in closed social media groups, regularly review the security settings of the groups and their memberships. • Remind staff about reporting – Staff will already be familiar with how to report a safeguarding concern and to avoid looking at, saving or sending child sexual abuse imagery (even AI-generated content) – see UKCIS guidance for a reminder. But it could be helpful to communicate to staff about how to report concerns relating to the synthetic imagery of teachers/adults being created. • Update your policies and AUPS – Make sure this issue of image sharing is covered in your policies, e.g. Online Safety Policy and Acceptable Use Policies. We will be updating our template policies and AUPs shortly. • Re-issue image consent forms – Ensure that parents and carers (and children over the age of 16 years) are aware of the risks, so can make an informed decision about using their child’s photos. Opt in systems, rather than opt out, would seem more responsible in this new landscape. *AI image editing and data protection considerations As schools respond to emerging safeguarding risks, careful thought should also be given to how AI tools might be used to create, enhance or alter images. Any use of AI-generated or AI-assisted imagery should be appropriately risk assessed to ensure it aligns with data protection obligations, safeguarding duties and expectations around transparency. For further guidance, schools can refer to edtech charity LGfL’s AI Policy Toolkit, which supports a safeguarding-first approach to the adoption and use of AI in education settings. Manipulating student images via unapproved and unchecked AI can lead to privacy breaches and violate data protection legislation. Completing a Data Protection Impact Assessment
Teachers urged to help Education Committee inquiry into school reform plans
The Education Committee has launched a new inquiry on school reform, after the government announced major proposals for reform in February’s Schools White Paper. School leaders and teachers are being urged to come forward and submit feedback to guide the committee’s work. The inquiry will not cover special educational needs and disabilities (SEND) reform, which the Committee is scrutinising separately. The Committee has today published a call for evidence on a range of topics related to school reform, including: Chair of the Education Committee, Helen Hayes MP, said: “In February the government published the Schools White Paper and proposals for SEND reform. The immediate focus was understandably on their proposals to reform the broken SEND system. But alongside the SEND reform proposals, the government also announced other major reforms that will affect children and schools across England. From efforts to close the attainment and disadvantage gaps, to pupils’ enjoyment of school, to teacher recruitment and retention, our new inquiry will explore these issues in detail and hold the government to account on its plans. We’re taking evidence until the end of July and I encourage anyone with experience of these issues to submit your views.”
Schools across the UK invited to enter Breakfast Club Awards and win £1,000
Applications have opened for nationwide breakfast club awards, giving schools the chance to win £1,000 for their breakfast club and be recognised at a special ceremony at the Houses of Parliament. The Kellogg’s Breakfast Club Awards celebrate breakfast clubs up and down the country, recognising best practice and innovation among the thousands of breakfast clubs that take place at schools across the UK. Applications are now open and close at midnight on Friday 29th June 2026. Schools are invited to share the work of their breakfast club and the teachers, support staff, volunteers and pupils who help children start the school day fuelled and ready to learn. Andrew Ridge, Social Impact Manager at Kellogg’s, said: “We’ve been supporting breakfast clubs for nearly 30 years, so we understand the important role they play for children and families across the UK. “Every morning, schools are creating safe, welcoming spaces where children can enjoy breakfast, build friendships and start the day ready to learn. The positive impact these clubs have is made possible by the passion and commitment of the teachers, support staff and volunteers behind them. “That is why, over the last fifteen years, Kellogg’s has been proud to celebrate the amazing work that goes into breakfast clubs across the country through our awards. We are looking forward to hearing from schools again this year and recognising the people and pupils who help make these clubs so special.” This year, Kellogg’s will recognise winners across eight award categories, including six regional awards for Scotland, Wales, Northern Ireland, South England, Central England and North England. New for 2026, the Breakfast Club Star Award will recognise an extraordinary pupil who consistently shows enthusiasm, kindness and commitment at their breakfast club, helping to create a positive, welcoming and supportive start to the day for others. As part of the application process, schools will be asked to put forward a pupil they feel deserves to be named a Breakfast Club Star. The winning pupil will be named at the awards and invited to share their personal thoughts on what breakfast clubs mean to them. Each category winner will receive a £1,000 cash grant to spend on their school breakfast club, helping them to enhance their provision, invest in new equipment, activities or resources, and continue creating a welcoming space for children at the start of the day. The Kellogg’s Breakfast Club Awards typically receive more than 500 applications from schools across every corner of the UK, with entries highlighting the important role breakfast clubs play in supporting children’s wellbeing, attendance, learning and social development. Winners will be revealed at a ceremony at the Houses of Parliament on Wednesday 18th November 2026, where schools will have the opportunity to share their stories in front of MPs and leading industry figures. Kellogg’s has been supporting breakfast clubs for 28 years and since 1998, has donated more than £7 million to schools across the UK as part of its efforts to alleviate hunger and help provide children with the start they need to be fuelled and ready to learn. Previous winners include Southbury Primary School in Enfield, which was named Kellogg’s Breakfast Club of the Year 2025, and Stranraer Academy in Scotland, which was recognised for the outstanding impact of its breakfast club on pupils and families. Last year’s judging panel included Andrew Ranger, MP for Wrexham, Helen Hayes, MP for Dulwich and West Norwood, Professor Greta Defeyter OBE and Greggs CEO, Roisin Currie. Schools can enter the awards at https://kelloggconsumeraffairs.my.site.com/survey/survey/runtimeApp.app?invitationId=0KiVt00000GerM9&surveyName=uk_breakfast_club_awards_2026&UUID=b7f78ffb-8b96-4d43-99e0-731c214f9b54
Inquiry launched into falling primary school rolls
The cross-party House of Lords Public Services Committee has launched a short inquiry into falling primary school rolls. The inquiry will consider the causes of falling primary school rolls across England and examine the impact of falling school rolls on schools, academic outcomes, children and their families and communities. The inquiry will also consider how the issue can be addressed. It comes after campaigners revealed evidence of a growing use of opaque practices by schools such as off-rolling, internal isolation and off-site direction that are removing tens of thousands of pupils from mainstream education. Coram Children’s Legal Centre (CCLC) said its research found that schools were increasingly using such practices with minimal scrutiny or accountability. It said school exclusions were close to record highs in England and were expected to form a key benchmark in the Government’s forthcoming inclusion reforms. Its report argues that focusing solely on formal exclusion figures obscures the expansion of practices operating outside statutory oversight. Marianne Lagrue, Policy Manager at Coram Children’s Legal Centre, said: “A truly inclusive education system is accountable to the children, young people and families who most struggle to access it. Post-covid, amidst a newly digitised childhood, and with a quarter of UK children living in material deprivation, children’s needs are not going away. Classrooms and schools can be made more inclusive, and the interlinked crises of behaviour and unmet need can be addressed head-on, but without sealing the cracks through which children fall, these changes will continue to fail those in greatest need.” Edward Timpson CBE KC, former Children’s Minister and author of the May 2019 Timpson Review of School Exclusions, said: “When I published my review of school exclusion in 2019, the central message was clear: exclusion should be a last resort, not a convenient response to complexity. It should follow a process that is fair, transparent and rooted in a proper understanding of a child’s needs. Most importantly, it should never become a proxy for unmet need, nor a pathway to poorer life chances. In recognising where commitments and progress have been made since then, this report from Coram Children’s Legal Centre shows, with clarity and conviction, how far we still have to go.” Lord Bradley, Chair of the Public Services Committee said: “The number of children enrolled in primary school has been on the decline for several years with current projections showing more significant decline in primary school rolls in the future. “We know that there is considerable concern about the risks associated with the falling primary school rolls because of the potential impact on financial stability of schools, especially when funding is usually based on pupil numbers, families, and communities. We’ve launched this inquiry in order to examine in detail the causes for the decline, the impacts and how best these should be addressed so that children, families and communities can benefit from educational institutions that help them all to thrive. “We’ve contacted stakeholders, experts and other organisations across relevant sectors and look forward to hearing from them before issuing our findings.” The Committee expects to report on its findings in the next few months.
Italian fine arts academy NABA opens in London
At a time when the UK is increasingly focusing on creative education to meet the growing demand for skills in the cultural and creative industries, NABA, Nuova Accademia di Belle Arti, announces the appointment of Diego Mattiolo as School Director and Head of Education of its new London campus, with courses starting in the 2026/2027 Academic Year. Building on the experience and heritage of its Milan and Rome campuses, NABA brings to London a distinctive element: Italian know-how, globally recognised in the fields of design, fashion and visual arts. Not only as cultural heritage, but as a design-driven approach that integrates research, experimentation and making. This competitive advantage translates into an educational model that combines creative vision with practical application, particularly relevant in a market such as the UK, which is strongly focused on graduate employability. This excellence has been recently recognised by the QS World University Rankings® by Subject Art & Design 2026, where NABA entered the Top 50 for the first time, ranking 41st globally and confirming its position as the leading Italian Academy of Fine Arts in the field. Diego Mattiolo, School Director and Head of Education at NABA London, commented: “At a time when the creative sector requires increasingly integrated skill sets, taking on this role represents a significant opportunity to contribute to the development of NABA’s London campus within one of the most dynamic and stimulating contexts for creativity and artistic professions. Our goal is to build an international learning environment, enriched by the care and craftsmanship typical of Italian expertise—an inclusive, project-driven approach. We position ourselves as a new, student-focused offering, capable of connecting students directly with the professional world, nurturing their talent and preparing them to face continuously evolving challenges.” An international profile leading the London campus With over ten years of international experience in academic management, Diego Mattiolo brings to NABA strong expertise in leading multicultural teams and developing dynamic, student-centred learning environments. In his previous role as School Director at EF International Language Campuses in London, he successfully led key growth initiatives, helping to maintain high teaching standards and deliver distinctive educational experiences. His appointment is a key factor in positioning the new London campus: his strong roots in the UK context, combined with a global vision of education, will be instrumental in enhancing NABA’s identity and effectively adapting its educational model to the needs of an international audience. Learning by doing and qualified education in dialogue with industry From September 2026, the campus will offer Bachelor’s degrees in Design, Fashion Design and Fashion Marketing Management. Small class sizes (lab practical classes up to 28 students, theoretical classes up to 40 students) enable direct and continuous interaction with faculty, supporting a highly personalised approach, a true “white-glove” education focused on individual development and the exploration of each student’s creative talent. Alongside theoretical learning, hands-on experience plays a central role in developing practical skills for real-world application through the Design Lab, Fashion Design Lab and Textile & Knitwear Lab. These spaces allow students to engage with leading industry players, work on real briefs and gain insight into professional methodologies and dynamics. The academic offering is defined by an interdisciplinary, project-based approach, built around the “learning by doing” model. Within the London landscape, this also translates into an accessible and merit-driven education, with scholarships of up to £7,000 depending on the eligibility round and awarded to students who demonstrate commitment and talent. The scholarship is awarded as a tuition fee reduction for the first year of study. It will be continued into the second and third years of the programme, subject to the recipient meeting the required academic progression and performance criteria set by the Academy. London and Here East: a strategic hub for education, innovation and creativity NABA’s London campus is located within Here East, an innovation hub home to over 6,500 professionals, tech companies, startups and creative institutions. More than just a campus, Here East is an ecosystem where education, industry and research coexist. For students, this means direct access to an international network and tangible opportunities to engage with the professional world—transforming their academic journey into an immersive, real-world experience. Organisations based within the hub include Liverpool Media Academy, Studio Wayne McGregor, Sports Interactive and The Trampery on the Gantry.In particular, the proximity to the V&A East Storehouse will offer students the opportunity to access collections, interact with artworks and explore curatorial and research practices, strengthening the connection between education and the cultural sector. New programmes and pathways for an international audience Completing the London campus offering, the Academy introduces new programmes designed for those approaching creative education. The Integrated Foundation Programme will include a one-week experience at the Rome campus, giving students the opportunity to immerse themselves in the Italian cultural context through academic workshops, events and local activities, strengthening the link with Made in Italy while broadening their global perspective. Studying at NABA also means joining an international community of over 6,000 students from more than 100 countries. From summer 2027, the London campus will expand its offer with Summer Courses – English Art Summer Camps: a month-long programme combining English language learning with artistic and design activities, integrating classroom lessons with hands-on experiences and urban exploration. Additional services include Career Service, visa support and counselling. Upon completion of the Bachelor’s programmes, students will be awarded a BA (Hons) Degree accredited by Regent’s University London. www.naba.ac.uk
Identifying and addressing misogyny in schools
Misogyny is increasing in schools, but it can be challenged without shutting conversations down, says Elanie Ademokun, former secondary teacher and now programmes director at Jigsaw Education Group. Research recently carried out by the youth organisation, Girlguiding, highlighted that 1 in 10 (10%)girls aged 11 to 16 have missed school to avoid sexual harassment. This is a really worrying statistic, which throws into sharp focus the impact misogynistic behaviour can have on young people’s education. During my 11 years teaching in both state and independent schools, misogyny was not really on our leadership radar. But things have changed rapidly over the last couple of years – misogyny in schools is growing and it’s impacting school cultures. Now, any child with a smartphone could be exposed to the extreme views of online content creatorslike Harrison Sullivan (aka HSTikkyTokky), Sneako and Fresh & Fit host Myron Gaines. These influencers all featured in the recent Louis Theroux documentary, ‘Inside the Manosphere’ which examined the societal impact of misogyny and gender-based division. The sad fact is children can stumble across misogynistic content simply by looking at football videos on YouTube and reading comments on TikTok or Instagram posts. It’s hard to know what they are seeing or prevent them from engaging with negative content online. Children’s changing attitudes Some teachers I speak to have noticed their pupils are increasingly becoming disrespectful. They say children are now more likely to question their authority, speak dismissively to them, and can show less respect for female teachers than they do to male staff. This can impact teachers’ confidence and wellbeing, ultimately, affecting retention and damaging the wider school culture. Misogyny is not restricted to secondary schools either. More teachers are asking for training and resources to help them manage issues such as sexist language and behaviour from children as young as 8-years-old. Social media algorithms actively aim to divide young people along gender lines. For example, boys are frequently targeted with extreme ‘alpha male’ ideology and other harmful stereotypes, whilst girlsare exposed to content about men being inherently dangerous. So what can schools do to tackle this growing polarisation? 1. Raise awareness of misogyny early We know that when teachers first start talking to young people about social media algorithms, theyrealise many have little knowledge of how they work. Children often believe their feed shows the most popular content, or what everyone else is watching, and many don’t understand just how personalised content can be. It can also be hard for teachers to know what content children are being exposed to, because adults’ experiences of algorithms are so different from those of their pupils. Schools that teach children how the social media platforms work can start important discussions about misogyny and other harmful material. Most children are unaware that algorithms are designed to be manipulative and addictive. They tailor content to each user, drawing on core human psychology to promote it and keep users scrolling so they are exposed to more adverts. UCL has produced a study that offers schools a great resource for classroom debate. The university created a number of fake young male TikTok profiles and found that after five days of typical use, the algorithm was presenting four times as many videos with misogynistic content compared to what those same accounts saw at the start. When students see the evidence of how quickly negative content can spread, they are often surprised. It’s important for teachers to show young people how easily influencers can draw them in, simply by viewing their self-improvement, fitness or finance tips. This can gradually lead to content framing women as manipulative, inferior or responsible for men’s failures. Once students understand the mechanics of algorithms, and the persuasive and commercial aims of influencers, they can become more critical consumers of online content. 2. Bust the myths around fake news and misinformation Children are bombarded with fake news and misinformation online that can skew their view of the world around them. Teachers have told me of pupils talking about how women make false rape allegations, especially against footballers and other men in high-profile positions. Rather than simply dismissing these comments, it’s an opportunity to discuss the issue and share evidence to counter beliefs like these during lessons. Figures released by the Home Office and Ministry of Justice suggest that only around 3% of rape allegations are found to be false, for example. Sharing facts in this way encourages students to consider why the online perception feels so different from the data. They’re more likely then to question online rhetoric. Placing the focus on careers when discussing gender-based issues can also help young people develop realistic views of adulthood. I’m aware of schools that have asked parents to make videos talking about their own school journeys and career choices. They also speak candidly about struggles they have experienced in their own lives. This can be an effective way to shift attention away from celebrity culture and offer real-life role models children can aspire to. 3. Give staff the tools they need to counter negativity Every teacher can play their part in tackling misogyny in schools with regular training and professional development to keep their knowledge and skills up to date. This will help them support your whole-school strategy to identify and challenge it. Your staff will likely know what works best in their classrooms, but one supportive approach can beto get male staff involved in running assemblies and wellbeing sessions. This helps to change the perception that wellbeing is primarily a female concern. It will also help to get the message across to pupils that we are all responsible for preventing gender-based abuse and violence. Students often respond well to mentoring programmes too. There will be some boys who react positively to adult mentors and others who engage more readily with older students or someone with an interest in sport and fitness. A good match between mentors and students supported by a consistent, structured mentoring programme, will help to reinforce positive attitudes and respect across the school. Driving change Schools can’t prevent or protect young people from everything they see online, but they can influence how pupils interpret and respond to it. Success lies in building strong school cultures that offer young people an open, respectful environment where they feel listened to and valued. Within this, schools can also provide protected time and space for pupils to share and challenge negative attitudes towards women and girls, helping boys to thrive too.
Government promises £20bn towards RAAC concrete repair plan
DfE vows to get on top of crumbling school buildings crisis The cross-party Education Committee has published the Government’s response to its ‘Foundations of learning’ report on improving the school estate. In its report, the Committee warned that “incremental fixes” to the school estate would not suffice. It called for the Government to publish its promised estate strategy without delay, setting clear milestones for reducing the maintenance backlog and replacing life-expired buildings. The Government has now published its education estate strategy and in a positive response to the Committee’s recommendations, the Government says it is investing £20 billion in school rebuilding projects, £3 billion per year by 2034-35 in improving the condition of the school estate, and £700 to 2029-30 in renewing school buildings to adapt to climate change. The Committee also urged the Government to ensure that investment in school rebuilding and repairs not only addresses safety concerns but also supports inclusive education for children with special educational needs and disabilities (SEND). In response, the Government says it is committing £3.7 billion by 2029–30 to create 60,000 specialist SEND places and will publish new guidance this year to help schools adapt buildings to be more accessible. All projects under the School Rebuilding Programme will be assessed to ensure they include appropriate space for inclusion bases, aligning future investment with the goal of making mainstream schools inclusive for all pupils. It also says that from autumn 2026 it will ask bodies responsible for managing school buildings to confirm they are meeting School Estate Management Standards through a digital service. Bodies not meeting these standards will be given a plan to improve estate management within 12 months. The Government explained that work on asbestos in schools is being taken forward by the Health and Safety Executive as part of wider work including a census or survey approach to understanding the scale of asbestos.
How a Structured Extracurricular Dance Programme Is Building Confidence, Leadership and Engagement in Children
Across the UK, schools are facing a familiar challenge – how to keep children engaged, confident and emotionally equipped to succeed. Not just academically, but socially and personally. While academic outcomes remain a priority, there is an increasing focus on developing the ‘whole child’ through meaningful extracurricular experiences. At MF Dance, we believe structured movement offers a powerful way to support this development. A Different Approach to Extracurricular Dance Dance has long been a popular extracurricular activity, but too often it is delivered as a short-term club or one-off workshop. While enjoyable, these experiences rarely create a lasting developmental impact. MF Dance has been built differently We are a structured extracurricular provider working in partnership with schools and community settings across the UK. Our delivery includes after-school clubs, assemblies and physical activity sessions, ensuring consistent engagement with children in a variety of environments. Across our programmes we are delivering sessions after school and at weekends to over 1,000 students weekly, aged between 3 and 18. The MF Life Skills Framework At the core of our delivery is a structured Life Skills Framework embedded into every session. Rather than treating personal development as an abstract concept, we break it down into clear, teachable components. These are actively taught, reinforced and embedded into every class, ensuring the focus goes beyond physical movement and into personal development. Alongside this framework, we also use a student creed and monthly personal goal sheets to support children in developing accountability and self-awareness beyond our classes. These encourage participants to set individual goals and reflect on practical age-appropriate actions they can take into their daily lives. These include areas such as: This approach helps bridge the gap between structured classes and everyday life, reinforcing the idea that personal development is continuous and transferable. Why Consistency Matters One of the most significant differences in our model is consistency of delivery. In many extracurricular programmes, instructors rotate frequently. While this may meet logistical needs, it can limit relationship-building and progression. At MF Dance, we prioritise consistent delivery teams who build long-term relationships with students. This allows instructors to understand individual needs, adapt classes appropriately and create a safe, familiar environment where children feel confident to take part and progress. Impact Beyond the Dance Floor While every setting is different, we consistently see similar outcomes. Educators and families regularly observe children who: Parents also recognise this wider impact. As one parent shared: “MF has given both Evie and Isla the confidence, resilience and determination they both need for not just dance but also everything they face as they both grow at school and personally.” These outcomes highlight an important principle. When children develop confidence in one structured environment, it often transfers into other areas of life. Working in Partnership with Schools Beyond individual classes, the most meaningful impact comes from working in partnership with schools and communities over time. MF Dance delivers a combination of extracurricular clubs, assemblies and physical activity sessions, helping reinforce consistent values and expectations across different touchpoints. This joined-up approach supports familiarity, engagement and a stronger sense of belonging for participants. Supporting the Whole Child The conversation around education is evolving. Academic achievement remains vital, but it is no longer the sole measure of success. Confidence, resilience, communication and leadership are increasingly recognised as essential outcomes of a well-rounded development journey. Structured extracurricular programmes like MF Dance are not a replacement for formal education, but they are a powerful complement to it. By combining physical activity with intentional life skills development, we aim to create environments where children not only participate but grow. Looking Ahead As schools and communities continue to navigate increasing demands, the need for consistent, high- quality extracurricular provision will only grow. The opportunity is clear. To move beyond short-term engagement and towards programmes that deliver lasting developmental value. Structured dance, when delivered with purpose and consistency, has the potential to do exactly that. By Tabitha Richardson – Head of MF Dance www.mfdance.co.uk
Teachers spend up to a day a week on admin instead of teaching
School leaders warn administrative workload is rising across England, with staff spending hours each day on non-teaching tasks. Analysis from Access Education suggests disconnected systems across schools require staff to duplicate data entry and manually reconcile information. Government-commissioned research published in 2023 found that teachers and middle leaders reported spending an average of around two hours per day on administrative tasks, equivalent to approximately 10 hours per week. As multi-academy trusts grow, this challenge becomes more complex, driven by greater operational scale and rising volumes of data. Leaders say the issue is not the administrative tasks themselves, but how they are managed across multiple systems. These tasks include safeguarding, attendance and communication with parents, but staff are often required to enter, check and reconcile data across multiple platforms. As schools and trusts grow, many operate across separate platforms for finance, HR, curriculum planning, safeguarding and parent communication. This can limit visibility and slow decision-making at both school and trust level. Peter Waller, Director at University of Chicha Multi-Academy Trust, said many trusts are working across multiple systems that are not connected: “We’ve got multiple systems doing different parts of the job, but they’re not joined up. We need one connected system that brings everything together and saves time for staff across the trust.” Leaders say this creates additional pressure, with staff often required to act as the link between systems rather than focusing on higher-value work. This reflects a wider challenge across schools, where disconnected systems are adding to workload and taking time away from teaching. Emma Slater, a school operations specialist at Access Education and former teacher, said the issue is not the volume of administrative work, but the time lost switching between platforms and piecing information together: “Administrative work is a necessary part of running a school, but the challenge many leaders face is how that work is carried out. “Two hours a day is a significant amount of time in a school environment. That is time that could be spent supporting pupils, planning lessons or working with staff. When that time is absorbed by administrative processes, it has a direct impact on how schools operate day to day. “When systems don’t connect, staff are forced to spend time bringing information together instead of acting on it. “As trusts grow, this becomes more complex. Leaders need a clear view across finance, staffing and operations, but too often that information sits in different places.” The research also highlights that administrative demands have increased in recent years, driven by rising SEND requirements, accountability pressures and greater communication with parents. Many tasks are time-sensitive and arise throughout the day, particularly those linked to safeguarding and pupil wellbeing, making workload difficult to plan and manage. Harry Whitaker, Chief Financial Officer at Owlcotes Multi-Academy Trust, said the issue is often duplication across different processes: “At the moment, we’re inputting data into multiple systems. Having one connected system where data is entered once and flows across finance, HR, payroll and school systems will be a huge time saving for us.” What should be a single action can become multiple steps, increasing workload and delaying decisions. Slater added: “This is not about removing necessary work. It’s about making sure it can be completed efficiently. When systems work together, schools can reduce duplication, improve visibility and give leaders more time to focus on improving outcomes for pupils.”