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
Shape the Future of School Meals: apetito Launches Market Research Project
Last month, the Food Foundation launched a powerful new film, as part of a major campaign calling for improved food standards and higher quality meals in schools. To better explore what schools, pupils and parents want the future of school food to look like, this week apetito’s Education division has launched a brand-new market research project. The aim of this research is to build a detailed picture of the real experiences, expectations, and priorities of pupils, parents, and school staff regarding meals for pupils. Speaking of the initiative, Rupert Weber, General Manager of Education said: “We know that lunches play a crucial role in supporting pupil wellbeing and giving children the fuel they need to concentrate and thrive in their learning. “As one of the fastest growing school meals providers, we’re committed to shaping and delivering a service that truly reflects what pupils, parents and schools value most. “This research will help us gain deeper insight into what children and parents want from school food, as well as the challenges and opportunities schools face in delivering a high-quality meals service for pupils.” If you want to play a part in shaping the future of school catering, make your voice heard by taking part in the market research here: https://education.apetito.co.uk/kids-proposition-research
How Schools Can Strengthen Data Protection Compliance in 2026
New data protection changes are landing across the UK education sector, and they’re not just “for the DPO”. The Data (Use and Access) Act 2025 (DUAA) introduces updates that affect how schools share information for safeguarding, how they handle concerns from parents and staff, and what they should expect from suppliers whose services are used by children. Most school leaders already know the basics: minimise data, secure access, train staff, keep policies current. The harder part is staying on top of what’s changed and turning it into a simple, repeatable process. Here’s a practical checklist to help get organised this term, without drowning in jargon. What’s changed for schools A clearer route for lawful sharing (including safeguarding) The DUAA introduces changes to how lawful bases and “by design” expectations operate in practice. For schools, the impact is most visible in day-to-day decision-making: being confident about when you can share information, documenting why you shared it, and ensuring access is restricted to the people who genuinely need it. A stronger expectation of “complaints-ready” data protection One of the key shifts signposted in DUAA and associated regulator comms is that organisations are expected to make it easier for people to raise concerns about data use, and for those concerns to be handled consistently. For schools, that means moving away from “email the office and we’ll see” to a clear, documented route with ownership and timelines. More pressure on children’s data protections (and your supplier chain) The DUAA contains explicit provisions on “data protection by design” for children’s higher protection matters. In school terms: if an online service is likely to be accessed by pupils, you should expect stronger evidence from suppliers on how children’s data is protected, how profiling is avoided/limited, and how defaults are set. Where schools typically fall short Even well-run schools tend to trip up in the same places, usually because processes evolved over time and nobody stopped to standardise them. DPIAs that don’t keep pace with procurement New tools arrive fast: assessment platforms, messaging apps, behaviour trackers, CPD portals. DPIAs are often missed or left half-finished, which becomes painful when a concern is raised and you need to evidence due diligence. SARs handled “case by case” instead of as a workflow Subject Access Requests can become stressful when there’s no consistent method for logging, searching, redacting, and responding, especially when information lives across emails, documents, and multiple platforms. Over-reliance on consent Schools sometimes default to consent because it feels safest. But consent can be withdrawn, and it’s not always the most appropriate lawful basis for core school functions. The result is messy record-keeping and avoidable risk. Limited visibility of third-party processing Many schools can list their systems, but fewer can confidently answer: What exact data does each supplier hold? Where is it stored? Who can access it? What’s the retention policy? Under stronger expectations for children’s data, this visibility matters more. A practical compliance checklist for 2026 Schools that want to get ahead of the June deadline and align with the broader DUAA changes should prioritise the following steps. 1. Audit current data processing activities. Update your Records of Processing Activities (ROPA) to reflect every system, platform, and process that handles personal data. If you last reviewed this more than twelve months ago, it is overdue. 2. Review EdTech supplier contracts. Check that every supplier processing student data can demonstrate compliance with the DUAA’s children’s higher protection requirements. Where contracts are silent on this, raise it before renewal. 3. Build a formal complaints handling procedure. This must be in place before June 2026. It should include a clear submission route (not buried in a policy document), defined response timescales, a named responsible person, and a logging system for tracking outcomes. 4. Update privacy notices. Reflect the new recognised legitimate interests basis where applicable, particularly around safeguarding and emergency response data sharing. Review SAR wording to ensure it aligns with current ICO guidance. 5. Train key staff. Designated Safeguarding Leads, office managers, and anyone handling data requests should understand when and how pupil data can be shared under the new lawful basis. This is not just a DPO responsibility. 6. Set a regular review cycle. Data protection compliance is not a one-off exercise. A termly review, even a brief one, will catch gaps before they become problems. How technology can help If your data is scattered across spreadsheets, inboxes, paper files, and disconnected apps, compliance becomes manual effort, and manual effort is the first thing to slip in a busy term. A well-designed school management system can support data protection in schools by making “good practice” the default: centralised records, role-based permissions, clear audit trails, and more consistent reporting. The big win is not flashy features, it’s fewer places for data to hide, fewer people with unnecessary access, and faster responses when something needs checking. Cloud-based platforms can also reduce risk associated with local storage and unmanaged updates, while making it easier to pull together information for SARs or internal reviews, because the data is organised in one place, rather than stitched together at the last minute. Act before September The June 2026 complaints deadline is the most immediate pressure point, but schools should treat the broader DUAA changes as a prompt to review their entire data protection posture. Waiting until September, when new systems and staff arrive, makes the task harder. The summer term is the window to get this right. If you use the checklist above as a termly rhythm, compliance becomes steadier, lighter, and far less reactive.
England’s fragile school estate needs permanent solutions despite progress on RAAC, MPs say
Despite government progress towards removing RAAC from schools, significant concerns remain about the condition of England’s school estate, MPs warn today. The cross-party Education Committee has today published its report, ‘Foundations of Learning: Replacing RAAC and Securing School Buildings’. MPs on the cross-party committee find that despite the government making significant progress in removing and remediating RAAC, the experience has affected the learning and well-being of pupils. Where RAAC remains an ongoing problem, they say temporary solutions cannot substitute for permanent fixes. Reinforced autoclaved aerated concrete (RAAC) emerged as a major issue in 2023, when several buildings with RAAC rated ‘not critical’ collapsed. Designed to be lighter and easier to install than traditional concrete, RAAC which is beyond its intended lifespan can sometimes cause buildings containing it to collapse suddenly and without warning. School leaders told the Committee that identifying RAAC led to disruption and uncertainty for schools. They said schools with RAAC remaining had to rely on disruptive temporary solutions such as marquees or modular buildings. The Committee says the government’s efforts to professionalise estate capability, strengthen resilience and to improve transparency are important advances, but more action is required, particularly on the information that is held about school buildings. The MPs recommend that all responsible bodies should undertake a structured survey and risk assessment of higher-risk building types every three to five years. MPs also say the crisis has highlighted issues with the ageing and fragile condition of England’s school estate. As of 2023, 38% of school buildings were beyond their estimated design life, including 10,000 built before 1940, according to the National Audit Office. “Incremental fixes will not suffice,” the Committee says. It calls for the government to publish its promised estate strategy without delay, setting clear milestones for reducing the maintenance backlog and replacing life-expired buildings. It also recommends that the government should align its work to address safety concerns with its goals to ensure mainstream schools are inclusive of children with special educational needs and disabilities (SEND). All school buildings should be inclusive for children with a wide range of SEND needs and should provide an excellent learning environment for all children, MPs say. Chair of the Education Committee, Helen Hayes MP, said: “The government has taken significant action to remove and remediate RAAC from England’s schools, but the RAAC crisis has come with a cost for the teachers, parents and most importantly pupils who have suffered serious disruption as a result. “This crisis has laid bare the concerning condition of much of the school estate in England as a consequence of years of underinvestment. While this may require a great deal of work to fix, the quality of school buildings has a significant impact on pupils’ learning and every child deserves to be taught in a safe, secure and fit for purpose school environment. “I call on the government to publish its promised strategy for the estate as soon as possible, so we can ensure every child has access to the environment they need to thrive.”
New progress framework revolutionises SEND assessment and support
A groundbreaking blueprint for tracking progress for pupils with SEND has been developed and launched by Outcomes First Group (OFG) – the UK’s largest provider of specialist provision. The new framework – ‘Progress X’ – is designed to transform SEND assessment and support – an area the Department for Education (DfE) identified as challenging but essential in the recent Curriculum and Assessment Review. ‘Supporting the needs and abilities of all children and young people with special educational needs and disabilities (SEND) must be underpinned by an accountability system that captures and celebrates the progress of all of them and so incentivises schools to provide an inclusive curriculum.’ Professor Becky Francis CBE, Review Chair. The launch of Progress X comes at a pivotal time ahead of the publication of the Schools White Paper, as mainstream settings gear up towards becoming more inclusive. Commenting on the launch, Dr Rebecca Lawton, Quality and Compliance Director, at OFG, explained, “Schools must be supported and incentivised, to enable them to reintegrate SEND pupils successfully. Reducing the often hyper focus on high-stakes exams, and presenting SEND performance data separately, would encourage greater engagement without fear of negatively impacting overall school performance. It would also positively recognise the myriad of talents and achievements of pupils with SEND. “Traditional academic measures like SATs and Progress 8 don’t reflect the progress of many pupils with complex needs. These tools often overlook vital areas of development such as independence, creativity, and sporting achievement. Many of our children simply cannot access formal testing, and these metrics risk demotivating pupils, families, and staff. “Determined to set high aspirations while recognising the unpredictable nature of progress, the Progress X framework provides a personalised approach to tracking pupil development. EHCP targets are used to create tailored learning goals, reviewed every half term by multidisciplinary teams. Progress is assessed using a developmental scale – emerging, developing, secure, mastery – allowing for flexible, responsive support. “A centralised dashboard enables analysis of pupil progress by school, region, diagnosis, gender or other key factors. It tracks pupil destinations after leaving school, compares performance to national data where it is available, and where none is available, our extensive data set can create a new benchmark. ‘The dashboard allows rapid responses to queries and provides unprecedented insight into SEND pupil progress. The framework standardises assessment across different school types, ages, and local authorities, allowing meaningful comparisons and informed decision-making. Going forward, we believe Progress X has the potential to shape sector-wide standards and are sharing our learning with policymakers to ensure every pupil’s progress is recognised and celebrated.” For this academic year alone, Progress X has enabled Outcomes First Group to monitor progress for 2,100 pupils, tracking over 21,000 personalised targets aligned with EHCP goals. The data is helping the Group build a rich picture of pupil progress with the first full Group-wide data set expected in Summer 2026. For more information please visit
Raising the Standard of School Supplies: From Textbooks to Lunchboxes
School leaders navigate a delicate balancing act. On one side sits the unavoidable pressure of budget constraints and financial accountability, while on the other rests the non-negotiable duty of care owed to every student who walks through the school gates. Every textbook placed on a desk, every meal served in the canteen, and every piece of equipment used in the classroom is a decision that affects both the bottom line and student wellbeing. Too often, procurement decisions are made in isolation by different departments, each viewing purchasing solely through the narrow lens of reducing costs. However, what’s needed is a holistic approach that recognises the strategic leverage of purchasing power. It’s an opportunity to turn buying decisions into a chance to enforce rigorous safety and quality standards across every category of school provision. Defining gold standard quality in supplies The first step to raising the standard of your school resources is establishing what that gold standard looks like. It can be easy to rely on vague assumptions, but quality can be subjective so measurable criteria need to be built into decision-making. In the realm of textbooks and classroom equipment, for example, that might look like durability. A slightly more expensive resource that lasts three times longer than its cheaper alternative offers genuine value, reducing replacement costs and the environmental impact of recurring disposal. Alignment with the curriculum naturally matters too. Materials need to support pedagogical goals rather than just filling shelf space, which will in turn help to boost school ratings. Likewise, look for non-toxic materials in art suppliers, age-appropriate designs for science equipment, and robust data security protocols for digital resources to prevent cyber threats and ensure full GDPR compliance. Reliability matters enormously when lesson plans depend on technology functioning seamlessly, so technical support responsiveness is a critical selection criterion. Vetting suppliers for non-negotiable safety standards Food safety is one of the highest risk areas in school supplies. The consequences of failures here are immediate and potentially catastrophic. Allergies affect growing numbers of children, and reactions range from mild discomfort to life-threatening anaphylaxis, so it’s an area that demands strict protocols. There’s an escalating need for robust, proactive allergy management and schools need to think beyond reactive responses to individual cases, and instead embed systematic safeguards into their procurement processes from the outset. When it comes to maintaining the highest safety standards, vetting suppliers ruthlessly is essential. This means not just examining the quality of the end product but the entire production process, including documenting allergen controls, checking for evidence of staff training, and ensuring there are transparent traceability systems in place. Sourcing food from suppliers who maintain the highest standards of quality and food safety provides genuine peace of mind. For example, established artisan bakers operating in nut-free environments, such as Panificio Italiano, exemplify the kind of specialist supplier that takes allergen management seriously. Working in a controlled production environment eliminates cross-contamination risks that can plague larger, multi-product facilities. It’s this level of supplier commitment that transforms food safety into a cornerstone of student welfare. Implementing a “procurement for purpose” strategy Implementing a “procurement for purpose” strategy means translating these principles into practical frameworks. Schools need strict evaluation criteria that heavily weight safety certifications, quality checks, and ethical sourcing alongside price considerations. This doesn’t mean ignoring costs, as naturally budgets need to be a contender for which business you work with, but it means recognising that the cheapest option can sometimes prove more expensive when hidden costs of replacement, risk, and reputational damage are factored in. The choice of suppliers can’t remain the preserve of business managers alone. Involving key stakeholders brings essential expertise to the table. SENCOs understand specific student needs and vulnerabilities, catering managers have detailed operational knowledge, and business managers can contribute all-important financial acumen. Taking a collaborative approach ensures all supplier decisions reflect the full complexity of school provision. Most importantly, the process shouldn’t end when the contracts are signed. Make sure that spot checks and mandatory reporting are implemented to create ongoing accountability. Suppliers who know their performance will be scrutinised consistently are far more likely to maintain high standards versus those who only face reviews once a year or through passive monitoring. Active oversight communicates the seriousness of quality and creates relationships based on a shared commitment to excellence rather than just transactional exchanges. Building trust through quality Quality needs to be at the heart of every procurement decision, not just to reduce the stress that comes from dealing with inadequate supplies and materials but also in the morale boost that comes from knowing that the supplies your school depends on protect your staff and students. Parents notice when schools demonstrate a tangible commitment to welfare through clear, rigorous procurement policies. This visibility builds trust and confidence in school leadership. Ultimately, raising the standard of school supplies is more than just prudent management. It embodies your school’s fundamental values, proving through everyday decisions that every child’s safety and flourishing genuinely matters. By Dakota Murphey
Schools urged to tackle children’s “beige diet” as experts warn routine shapes eating habits
Ultra-processed and ‘beige’ foods now make up two-thirds of calories in UK school lunches, experts have warned. Despite dietary guidelines, around 80% of UK children eat less than the recommended number of vegetables, with one-third consuming less than one portion a day. At the same time, nearly half of toddlers’ daily calories now come from ultra-processed foods, rising to around 60% by age seven, with these products accounting for almost two-thirds of calories in typical UK school lunches. Dietitians warn this pattern is contributing to what is increasingly referred to as a “beige diet”, meals dominated by chips, pasta, bread, and processed foods, with minimal exposure to colour, texture, or fresh ingredients. While often labelled as picky eating, specialists are drawing attention to the sensory, cultural, and environmental factors shaping children’s food habits, and the powerful influence of routine and exposure. “Children’s eating habits don’t exist in isolation,” said Elizabeth Knight, Head of Prep School at Wycliffe College. “What we’re seeing isn’t just fussiness, it’s a response to routine, exposure, and environment. Schools are uniquely positioned to interrupt the beige cycle, not by forcing change, but by normalising variety.” School dining rooms offer consistent exposure to different foods, peer role modelling, and structured routines that remove pressure and negotiation. Research shows that when children regularly see others enjoying a wider range of foods, their own willingness to try increases gradually over time. At home, however, many parents face increasing pressures around time, cost, and convenience, often reinforcing cycles of sameness, even when families want to introduce more variety. 8 Steps to encourage children to try new foods Experts emphasise that change doesn’t require battles at the dinner table. Instead, small, consistent shifts can make a meaningful difference: “The aim isn’t to create adventurous eaters overnight,” added Elizabeth. “Progress often looks slow, but it’s cumulative and when children experience variety without pressure, both at home and at school, confidence builds. “School meals are not just about nutrition; they’re daily opportunities to support wellbeing, inclusion, and food confidence.” The findings point to a need to move away from blaming parents or children, and towards recognising school food as a powerful tool for wellbeing, equity, and long-term public health.