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.”
Helping children think beyond gender stereotypes in primary school
As a teacher, my role is to equip pupils with the tools that they need to live happy, healthy and fulfilling lives. In recent years, conversations about gender equality and gender stereotypes have taken on increasing resonance and importance. At their heart, these conversations are based around a simple idea – that everyone should be treated equally. Yet in today’s ever more complex world, they can feel surprisingly tricky. Children absorb ideas about gender early. By age seven, many believe certain toys, clothes or careers are only for either boys or girls. Boys often learn that they are expected to be tough, competitive and sporty. Girls are still frequently encouraged to be nurturing and gentle – pressures that can quietly shape how they see themselves and what they believe they’re allowed to be. These stereotypes, reinforced by adverts, media, peers and often by well-meaning adults, can limit self-confidence, learning, emotional development and future aspirations. Crucially, they can also perpetuate gender inequality. It was when I heard some of our older KS2 pupils talking about views they’d heard from online figures that I started to think more deeply about these issues. It was clear that these views presented narrow and potentially harmful ideas of what it means to be a boy or a girl. This prompted an important question: should we simply react when issues arise, or should we proactively work to give children the tools to think critically before those ideas can take hold? We chose the latter As part of our work in this area, we introduced the Beyond Gender Stereotypes (BGS) suite of resources to our PSHE curriculum. It has been an eye-opening experience – not just for pupils, but for staff as well. Like many educators, I thought I had a good understanding of gender stereotypes. I have friends who have knocked down door after door, smashing traditional gender roles. And yet, the BGS resources have made me and the wider teaching staff at Brocks Hill really think about our own behaviours; from the examples we select to illustrate points in class, to the language used when speaking to our pupils. What has been so encouraging is how open our children are to engaging with these subjects when given the opportunity. Previously, we had spoken to our pupils about gender stereotypes. But what’s been really noticeable is that the resources have really helped our children understand what it means and are able to apply that thinking. They’ve also been confident enough to challenge teachers on occasion. For example, when we recently arranged for a visitor to speak to the children, one pupil asked why we hadn’t considered inviting a female role model in the same field. It was a small moment, but a significant one. Primary school is a formative time where children begin to develop their sense of identity, their relationships with others and their place in the wider world. Outside of the classroom, they are also increasingly navigating a world that bombards them with competing messages – many of which can reinforce limiting stereotypes. If we don’t address these issues early, we risk leaving children to make sense of them alone. Let’s be clear, talking about gender stereotypes isn’t about telling children what to think. It’s about helping them to ask better questions. Why do we associate certain colours, jobs or behaviours with one gender and not the other? Where do those ideas come from? Are they fair? By encouraging this kind of critical thinking, we are preparing children to engage more thoughtfully with the world around them. The Beyond Gender Stereotypes curriculum was developed by the Children’s Society Lifting Limits programme in partnership with the Global Boyhood Initiative, coordinated by Equimundo: Center for Masculinities and Social Justice. For more information about BGS, visit: bit.ly/BeyondGenderStereotypes To explore the BGS curriculum and resources, visit: bit.ly/GBIResources
Schools making strong progress towards fairer, more transparent teacher recruitment
New research from over 1,700 senior leaders in England, commissioned for Teaching Vacancies, shows schools are increasingly adopting fair, transparent and inclusive practices when it comes to teacher recruitment. These changes are enabled by features built into the service. Two in five (40%) report introducing pay, salary scale or progression details in job adverts over the past two years, while more than one in three (35%) say they have increased the emphasis on wellbeing or workload support, and 21% report using blind or anonymised shortlisting. Teaching Vacancies, the Department for Education’s official, free job‑listing service for schools, provides a range of practical tools to help schools put these approaches into practice. These include a standardised application form that can support blind review, clear salary fields to promote pay transparency, filterable working‑pattern options to highlight flexible roles, and a free applicant‑tracking system that helps schools manage shortlisting and communication. This growing focus on transparency aligns with wider government action on fairness in employment, including new national pay‑transparency guidance published in March 2026. It also aligns with the Employment Rights Act 2025, under which employers with 250 or more employees will have the option to produce and publish a voluntary action plan from April 2026, ahead of mandatory requirements coming into force in 2027 (subject to secondary legislation). The findings also highlight variation across phases. Secondary leaders report greater progress on flexibility (20% vs 9%) and wellbeing messaging (40% vs 32%), while nearly one in four primary leaders (24%) say their school has not yet introduced any changes. This variation reflects the differing starting points across the sector and the potential for continued shared learning. Expert insights Five areas where Vivienne Porritt OBE says schools are strengthening recruitment – and where further progress is possible Vivienne Porritt OBE, Founder of WomenEd and a leading advocate for women’s leadership in education, identifies five key areas where schools are taking practical steps forwards: 1. Greater transparency in job advertsSchools are increasingly publishing clear pay scales, outlining progression routes and using gender‑neutral language. More structured shortlisting criteria are emerging, making recruitment more consistent and easier for candidates to navigate. 2. Clearer signalling of flexible workingMore schools are now highlighting part‑time roles, job‑shares and other flexible options at the point of advertising. This gives candidates greater clarity from the start and supports staff retention. Teaching Vacancies enables candidates to filter roles by working pattern. 3. Reducing barriers for women and returnersIncluding wellbeing and workload information helps experienced teachers – including women over 30 and those returning after career breaks – feel confident when re‑entering the profession. Clearer signposting to return‑to‑teaching guidance further supports this group. 4. More openness around payTransparent salary details help candidates understand what is on offer without relying on negotiation. Removing questions about a candidate’s current or previous salary is increasingly recognised as essential to preventing the perpetuation of historic pay inequalities. Schools adopting this approach assess and remunerate applicants based solely on skills and experience, rather than past earnings. Teaching Vacancies reinforces this approach through clear salary prompts. 5. Building an inclusive cultureSchools are strengthening inclusion by monitoring recruitment and retention patterns, reviewing diversity within leadership teams and ensuring development opportunities are accessible at different career stages. A Department for Education spokesperson: “Our goal is to support schools in continuing this progress. These findings show a sector strengthening transparency, prioritising wellbeing and opening up opportunities for talented teachers. We will continue to support schools in promoting fair, inclusive and equitable recruitment practices.” If you are a teacher looking for your next role, or a school looking to recruit excellent staff and reduce recruitment costs, visit: https://teaching-vacancies.service.gov.uk
The British Carrot Growers’ Association launches School Carrot Growing Competition with Elsoms Seeds
A nationwide competition to encourage primary school children to grow, harvest and menu plan with carrots has been launched. In partnership with Elsoms Seeds, a UK independent seed company, the British Carrot Growers’ Association aim to inspire young people to increase their knowledge of growing food from seed to plate and encourage healthy eating and creative cooking. Rodger Hobson, Chairman BCGA, said “The idea to run a schools’ carrot growing competition arose following the success of our first ever British Carrot Day, which now takes place annually on 3 October. “We want to offer children a fun way to get curious about carrots – how to grow them and the many creative ways to eat and cook with them – be it sweet, savoury or simply to snack on. The taste, versatility and nutritional value of carrots are, I believe, the reasons they are one of the nation’s favourite vegetables.” The BCGA and Elsoms Seeds will jointly promote the competition to primary schools, providing resources on carrot growing and care – including recipes for after harvest, tips and tricks, and what they need to do to win the challenge. Martin Strickson, Elsoms Seeds said: “The objective is to increase national awareness of carrots as a British crop, particularly through encouraging children to get outdoors, increase their understanding of where their food comes from and get creative at mealtimes with carrots. “Many commercial growers in the UK buy their seed from Elsoms Seeds and we wish to promote their varieties as reliable, fast germinating and fun to grow for school gardening. He adds: “Together with the British Carrot Growers’ Association, we are creating a supportive, experiential learning experience to connect children with the environment, nutrition and to stimulate the joy of growing food.” Rodger Hobson added: “The compelling carrot statistics and stories will really resonate with primary school teachers and their pupils, tying in to so many aspects of the curriculum – including history, biology, geography and maths. Carrots are also fascinating – they are unusual in being harvested all year round, and they are a great self-sufficiency story – the UK production exceeds 700,000 tonnes supplying around 97% of the country’s carrot consumption. In terms of fun facts our annual production equates to the weight of 70 Eiffel Towers and provides around 100 carrots each for every member of the UK population.” He also noted the economic value is worth mention: “Carrots are also worth £290 million to the UK economy and yet, they are one of the cheapest vegetables to buy.” Applications to schools are now open and will work on a first come first serve basis, attracting up to 20 schools across the country. The deadline to apply is Thursday 30 April and each successful applicant will receive their seeds and QR code with further guidance and resources shortly after submission. The competition requires submission of: A member of Elsoms Seeds and the BCGA will judge the entries based on: The winning school team will win a digital certificate to download, a £200 National Garden Gift Card’, and a fully funded opportunity to visit a farm, depending on location, to meet with a farmer and discover more about growing carrots on a farm scale. To apply for this fun and exciting competition, please enter via the form here. The competition closes on 30th October 2026.
New curriculum and resources help primary school children break free from gender stereotypes
Primary schools across England can access Beyond Gender Stereotypes (BGS), a new free, evidence-based curriculum for KS2 pupils. It aims to support children to identify, understand and break free from gender stereotypes, empowering them to build healthy relationships. Grounded in community and school-based research, the curriculum offers a range of scalable, engaging and age-appropriate learning experiences using real-life, relatable examples. The programme is designed to support English primary schools’ statutory duty to teach Relationships and Health Education. It includes high-quality online teacher training, expertly developed lessons for both upper and lower KS2 pupils, a rich bank of classroom resources and practical teacher guidance – alongside a range of complementary resources for parents and carers. Kirsty Ruthven, Service Manager for The Children’s Society Lifting Limits Programme, said: “We are delighted with the feedback we have received from the schools that have already signed up for our suite of BGS resources. “We know that gender stereotypes are internalised in early childhood and can limit children’s ability to reach their full potential. “Ahead of a full national rollout in the autumn term, we are inviting schools across England to sign up to the BGS programme. Together, we can challenge old norms and create environments where all children can thrive.” The BGS curriculum was developed by The Children’s Society Lifting Limits programme in partnership with the Global Boyhood Initiative, coordinated by Equimundo: Center for Masculinities and Social Justice. For more information, visit: bit.ly/BeyondGenderStereotypes Check out the full resources: bit.ly/BGSResources