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.
Geography homework my students actually want to do
I once set my Year 8 Geography class a homework task of writing the ending to a short story about a plane crash in a remote tropical rainforest. The students were gripped. They couldn’t wait to start. They later handed in pages and pages of writing, full of creativity and wild decision making. It was, in fact, the best KS3 homework turnout of my career so far. There was just one problem: not one student mentioned the drip-tip leaves, lianas or buttress roots we had learned about. Rainforest climate? Nutrient cycles? Animal adaptations? Nowhere to be found. Instead, I read about survivors turning to cannibalism, slaughtering sloths for their fur or rewiring the plane’s engine. Hours of reading later, I admitted defeat: little to no geographical knowledge had been consolidated The task had been brilliant for creativity and decision-making, but as a geography homework, it was a disaster. That experience made me realise how much we need homework that combines engagement with genuine consolidation of learning. Research from the Cambridge Assessment Summit of Education 2019 into gamification, game-based learning and play-based approaches showed that interactive, decision-focused tasks can increase motivation and encourage participation. These approaches can help students to actively construct knowledge rather than passively absorb it, creating more purposeful engagement with learning. When applied to homework, tasks that blend play, creativity and problem-solving can support transferable skills such as critical thinking and teamwork, while also helping students consolidate curriculum knowledge in an engaging and meaningful way. That’s exactly why, years later, I now use BBC Bitesize’s Planet Planners on Roblox as part of my KS3 homework repertoire. Planet Planners from BBC Bitesize on Roblox is a free, curriculum-aligned, interactive game on Roblox that allows students to explore realistic global environments and make decisions relating to human and physical geography topics. For example, students can choose which coastal management strategies to implement, how to mitigate natural hazards or how to manage population and resource challenges. Students can see the consequences of their decisions reflected in tangible social, economic and environmental metrics. The game also taps into the kind of digital gameplay students are familiar with. So, doing homework feel less like a chore and more like an immersive, interactive experience. For my classes, I assign specific scenarios linked to recent lessons and ask students to download the end-of-scenario report when they are done. This provides both evidence of completion and an immediate insight into their understanding and decision-making without requiring marking. To make things even more engaging, I introduce a bit of friendly competition: students can try to beat each other’s scores or compete in teams of up to four. I often also complete the scenario myself so they can attempt to beat my score too. This approach encourages thoughtful engagement, reflection on choices and consolidation of geography knowledge, all while keeping the experience fun and game-like. A far cry from writing about cannibalistic plane crash survivors. Planet Planners from BBC Bitesize on Roblox demonstrates that homework can be both educational and enjoyable. It’s a great new way to extend classroom learning with an assignment that students actually want to complete. To access Planet Planners from BBC Bitesize on Roblox, visit: www.bbc.co.uk/bitesize/articles/z3tf239 Charlton Wilson is Head of Geography (TikTok: @thegeographyteacheruk)
Helping children see themselves as scientists (and why it matters)
Ask a group of young children to draw a scientist and many will still draw the same familiar image. A lab coat. Wild hair. Test tubes and explosions. Often a man. Decades of research using draw-a-scientist tasks show that, while children’s views of science are slowly broadening, stereotypes remain stubbornly persistent, particularly in the primary years. These drawings reflect deeper beliefs about who science is for, who is likely to be good at it, and who belongs. Long before pupils choose GCSE options, many have already decided whether science feels like something “people like me” do. Research on science identity suggests these early perceptions shape confidence, participation, and long-term engagement with the subject. The challenge for teachers is that these beliefs are rarely formed through a single moment or message. They are built gradually, through everyday classroom experiences that often go unnoticed. How early ideas about science take shape In the early and primary years, children are highly attuned to patterns. They notice whose ideas are praised, what kinds of examples appear in lessons, and which answers are treated as “scientific”. Over time, these experiences combine to form a quiet narrative about what science looks like and who fits within it. This is where the idea of science identity becomes useful. A child’s science identity is shaped not just by attainment, but by whether they feel recognised, capable, and included when science is happening. Closely linked to this is the concept of science capital: the experiences, language, and connections that make science feel familiar and achievable. When science is presented narrowly, children without prior exposure or confidence may disengage early. When it is framed as something wider and more human, more children begin to see a place for themselves. Why representation matters more than ever Representation is often misunderstood as an add-on, something addressed through a display or a themed lesson. In reality, it is embedded in the fabric of daily teaching. Children notice patterns in the scientists they encounter. If science is repeatedly linked to a narrow set of careers, personalities, or ways of working, children who do not recognise themselves in those patterns may quietly opt out. This is particularly significant at a time when schools are rightly paying closer attention to inclusion, diversity, and aspiration. Representation is not about lowering expectations. It is about widening the story we tell about science so that it reflects reality. Scientists work outdoors and indoors. They collaborate, communicate, test, fail, revise, and try again. They come from different backgrounds and bring different strengths. When children see this range reflected consistently, science begins to feel more accessible. Broadening children’s mental picture of scientists A helpful starting point is to reflect on what children encounter across a typical week of science lessons. Who appears in the examples you use? What kinds of problems are being explored? Where does the science seem to take place? Many children still associate science with a narrow set of images and settings. Introducing short, regular references to a wider range of people working in science-related roles can help challenge these assumptions. These do not always need to be detailed biographies. Brief mentions of a marine biologist tracking pollution, a technician maintaining hospital equipment, or an engineer designing safer playground surfaces can expand children’s understanding of who scientists are and what science looks like in practice. Crucially, these examples work best when they are woven naturally into lessons rather than presented as special events. The aim is not to single out differences, but to normalise variety and show that science is done by many kinds of people, in many places, for many purposes. Language that invites everyone in One of the simplest and most effective shifts teachers can make is in how they talk about science learning. When praise consistently centres on getting the right answer quickly, rather than also valuing scientific thinking and process, children who are cautious or less confident may conclude that science is not for them. By contrast, linking feedback to scientific behaviours helps all children see themselves as legitimate participants. Observing carefully, asking questions, explaining thinking, testing ideas fairly, and changing your mind in response to evidence are all things children can practise, regardless of starting point. Using phrases such as “You’re thinking like a scientist because…” helps reposition science as something children do, rather than a fixed label about who they are. The power of talk routines Classroom talk plays a central role in shaping scientific identity. Children need regular opportunities to articulate ideas, hear others’ thinking, and refine their explanations. Simple structures can make a significant difference. Sentence stems such as “I notice…”, “I wonder…”, and “I think this because…” support children in sounding and feeling more scientific. Pair talk before whole-class discussion gives everyone a rehearsal space and increases participation, particularly for children who rarely volunteer. Over time, these routines help children internalise the language and habits of science, making them feel more confident contributing. Making careers links feel real Career education does not need to wait until secondary school. Even in primary classrooms, small and specific links can help children understand how science connects to the world beyond school. For example, observation skills can be linked to the work of vets, comparing evidence to forensic science, or testing materials to the work of sound engineers. These moments help children see science as purposeful and relevant, rather than abstract. Research suggests that early exposure to a wide range of science-related careers is particularly important for children who may not encounter these roles outside school. When they can see where science might lead, and how it relates to real lives and communities, engagement and aspiration are more likely to grow. A final thought Helping children see themselves as scientists is not an optional extra. It is part of inclusive, high-quality science teaching. When we broaden the stories children hear about who does science, and when we make scientific thinking something everyone practises every day, we open doors that might otherwise close
BBC Bitesize helps teens separate fact from fiction
Pupils have been referencing Hollywood sci-fi movies and social media influencers opinions as facts in their work, teachers have revealed. Critical thinking and media literacy are now seen as essential skills for young people, yet many schools lack the resources to teach them, according to new research with teachers, commissioned for BBC Bitesize. Over half of teachers say they need more support to help pupils identify misinformation, as teens increasingly struggle to separate fact from fiction online, a challenge linked to rising anxiety levels. To bridge this gap, BBC Bitesize is launching Solve the Story, a six-part media literacy series designed to equip students, teachers, and schools with practical tools to tackle misinformation and disinformation. Premiering in schools on 5 January 2026, the series forms part of the Bitesize Other Side of the Storyinitiative and will help teenagers question what they see online, verify sources, spot fakes, and understand how misleading narratives spread. The roll-out comes amid mounting evidence that young people are struggling to manage the sheer scale and sophistication of online content. According to research commissioned by the BBC involving more than 400 teachers, critical thinking is now considered the single most important skill for young people, yet one in three teachers say it is difficult to teach, citing lack of time, resources and curriculum pressure. More than half of the teachers who took part in the research said they need more support in helping pupils recognise misinformation, and that media literacy is not covered well enough in the current curriculum. Teachers also warn that students are already “outpacing adults” online, with the rate of digital change widening the skills gap in the classroom. The research also suggests that parents echoed this concern, as many felt their own digital skills were already outdated. For young people, the effect of misinformation reaches far beyond the classroom as the impact is emotional as well as educational. New findings from this year’s Bitesize Teen Summit with Radio 5 Live suggests that two thirds of teenagers worry about fake news and online misinformation, causing confusion and contributing to rising levels of stress and anxiety. Patricia Hidalgo, Director of BBC Children’s and Education, said: “In today’s digital landscape, media literacy isn’t a luxury, it’s a necessity. Solve The Story will help schools to equip young people with the critical thinking tools they need to navigate online content confidently, verify what they see, and protect their mental well-being. This series is a vital next step towards empowering students and supporting educators in tackling misinformation, as we take Other Side of the Story into classrooms.” Available to schools and on the BBC Bitesize website, Solve the Story uses a six-part mystery series in which characters must apply media literacy skills to uncover the truth, by analysing sources, questioning assumptions, identifying deepfakes, challenging viral claims and spotting bias. Each episode is paired with a “how-to” guide offering clear, practical steps for teachers and resources for classroom use. Hundreds of schools up and down the country have already signed up to take part in the January launch, signalling strong demand for classroom-ready tools to help pupils navigate online misinformation. The first episode will be shown in schools on 6 January, with new episodes released weekly until the finale event in February. Solve the Story is the first content series created for schools from Bitesize Other Side of the Story, which was launched in 2021 to help students navigate the online world and be more critical of the information they consume. Bitesize Other Side of the Story provides articles, videos, quizzes and other resources and workshops in secondary schools to help students be more curious about the news and information they see and share online. It also equips them with the tools to create content responsibly, stay safe online and avoid scams, be more aware of different types of media, think more critically and become more positive digital citizens. The BBC commissioner for Solve the Story is Andrew Swanson. The video content can be found www.bbc.co.uk/bitesize/groups/c4gqzw1kxn6t and Other Side of the Story can be found www.bbc.co.uk/bitesize/groups/c0rx3447znvt TEACHER CASE STUDY Amy, English Teacher, Manchester “CRIMINALS USE THAT KIND OF MISINFORMATION TO LURE VULNERABLE KIDS IN BY SHOWING THEM A GLAMOROUS LIFESTYLE” Amy, an English teacher at a secondary school in Manchester, sees first-hand how quickly misinformation online shapes what her students believe. One of the most alarming examples is how many genuinely think glamorous “prison freestyle” videos on social media are accurate depictions of real life. “They really believe that’s what prison is like,” she says. “The videos make it look easy or exciting. Criminals use that kind of misinformation to lure vulnerable kids in by showing them a glamorous lifestyle and telling them crime can get them there. That’s what scares me the most.” But the prison clips are just one part of a much bigger issue. Amy says many of her pupils are convinced they’re “too smart” to be tricked by anything online. “They’ll laugh at obviously fake AI videos and say, ‘that’s so AI’, but underneath that is a belief that they can’t be fooled. If I tell them something isn’t real, they argue back. They think teachers don’t understand technology, and they automatically trust what they see online more than what we tell them.” She has seen conspiracy theories spill directly into schoolwork. “We’ve had essays referencing ‘the matrix’ and huge conspiracy theories, because they’ve come from influencers like Andrew Tate. Those opinions really appeal to them because they’re presented as ‘facts’. It’s frightening how quickly those ideas embed.” Challenging this isn’t always straightforward. “Teenagers don’t want to believe anything that contradicts what they’ve seen on TikTok or YouTube. Sometimes they push back so hard that it becomes something we pick up with safeguarding, simply because it needs a wider team around it. Mentors and form tutors help us challenge the misinformation as a team.” Social pressures add another layer. “Their friendship groups feel like they span the whole internet, so the biggest fear is embarrassment. Anything taken out of context can spread quickly, and at our school the fear of parents seeing them do something they shouldn’t is huge. The consequences feel enormous to them.”
The New Standard in School Security: Best Practices for Hardening Vulnerable Access Points
Educational security has changed considerably in recent years, with new threats emerging, both digital and physical. Yet despite the increased awareness and investment, many school leaders discover that their security still contains critical gaps. The issue tends to stem from a common blind spot: while main entrances receive appropriate attention and resources, secondary access points like car parks, storage facilities or sports hall entrances remain surprisingly vulnerable. The solution lies in what security professionals call “hardening”, the process of making every aspect of your building structurally resistant to forced entry, not just the obvious points of access. All buildings need protection to some degree against criminal activity, but intruders tend to select targets where their attacks will inflict the most damage and impact, which puts schools at risk. For this reason, hardening vulnerable but often overlooked points is essential. Identifying and auditing high-risk access points The first step to effective security hardening is carrying out a vulnerability audit. More in depth than a cursory inspection, this requires a detailed walkthrough to identify every possible entry point throughout the building that might be less obvious but are just as vulnerable to a break-in. Think ground-floor windows in older wings that might not be used as much, flat roof access points near bin stores, service doors ticked behind outbuildings, or delivery entrances that are frequently used but maybe not as supervised. You also want to map out where key assets are stored throughout the site. Where does your school store high-value IT equipment? Which buildings house specialist sports apparatus or maintenance tools? These locations demand maximum protection because they’re primary targets for both opportunistic theft and planned intrusion. You can then overlay your asset map with your access point inventory to prioritise security investments where they deliver greatest impact. Best practices solutions for physical hardening Large apertures are a particular challenge in educational settings. Sports hall entrances, maintenance garages, and delivery points often feature substantial openings that can’t be secured properly with conventional doors. These locations demand purpose-built solutions such as high-grade roller shutters. As the experts at CDC Garage Doors explain: “One of the biggest security advantages of roller shutter garage doors is that they form a sturdy physical barrier when closed. The interlocking metallic slats are typically made from robust aluminium or galvanised steel, which is challenging to cut through or pry open.”. Properly specified industrial shutters withstand repeated daily use while still maintaining their security integrity over many years of service. Installing anti-shatter film to windows and glass doors provides an economical first line of defence, making rapid entry for intruders considerably more difficult and time-consuming. Likewise, for IT suites and equipment stores, fixed or barriered windows eliminate vulnerabilities entirely and keep that all-important natural light. Finally, fire escape doors are a common challenge and require mechanisms that ensure they remain secure when they’re not in emergency use but still function flawlessly when they’re needed. Modern panic hardware and alarmed systems resolve this problem perfectly. Perimeter security also deserves renewed attention during any hardening programme. Gates and vehicular access points need to meet the same exacting standards you’ve applied to pedestrian entrances, and CCTV systems need to be kept up to date, and equipment maintained for reliability. Inconsistency in boundary security undermines your investments elsewhere, as intruders naturally gravitate towards the weakest point in your defences. Integrating physical security with operational flow Physical barriers alone can’t deliver the level of security educational facilities need without operational protocols paired with them. Tiered access control ensures that staff members can only enter the areas appropriate to their roles. For example maintenance personnel require access to plant rooms and storage facilities that teaching staff never go into, and cleaners need different permissions again. Modern access control systems manage these distinctions seamlessly through role-based permissions to keep the building secure without hindering employees’ ability to do their jobs. On a similar note, traditional key management creates obvious vulnerabilities in educational settings. Keys can easily be lost, copied without authorisation, or inherited by staff who have changed roles or left employment. Switching to digital locking systems that track usage seamlessly provide significantly improved security for those hidden areas that get overlooked, and have the added bonus of simplifying admin. When combined with access control policies, they create an auditable trail that enhances accountability and rapidly identifies security breaches. Finally, operational continuity demands that the security measures you implement accommodate the realities of daily school life without creating bottlenecks, frustration or compliance issues. For example, you want to combine robustness with reliability, which demands materials like steel and GRP for high-traffic areas, that can withstand constant use without deteriorating or needing constant maintenance. Doors, locks, and technology implementation also needs to satisfy fire safety regulations and local authority requirements too. Security hardening is a task that delivers substantial operational benefits over its lifetime. Certainly, there are the obvious safeguarding advantages for staff and students alike, but properly hardened facilities also typically qualify for reduced insurance premiums. They also incur significantly lower repair costs following security incidents. When this is evaluated across a ten or fifteen-year span, the financial case becomes compelling independently of security considerations. By Dakota Murphey
Salford schoolgirl’s Primary Engineer invention now attracting NHS interest
A young inventor has won Primary Engineer for creating colour-changing glasses that could help people with dyslexia read more easily, with the prototype already attracting interest from the NHS. Millie Childs developed the idea while she was a pupil at Light Oaks Junior School, taking part in Primary Engineer, a national STEM competition that challenges pupils to design creative solutions to real-world problems. Her invention, Rainbow Glasses, features a pair of glasses with interchangeable or adjustable coloured lenses designed to reduce visual stress and improve reading comfort for people with dyslexia. As part of the competition, engineers from Thales UK in Cheadle selected Millie’s design to turn into a working prototype. After months of research and testing, the team produced an LED-based solution that allows the lenses to shift between red, green or blue depending on the user’s needs. Millie, now a Year 7 pupil at Co-Op Academy Swinton, has gone on to win a Gold Award in the Primary Engineer MacRobert Medal, the sister award to the UK’s most prestigious engineering prize, the MacRobert Award. Her former teacher, Rob Entwistle, collected the award on her behalf during the ceremony in London last week. This week Millie returned to Light Oaks Junior School to talk about her invention and inspire the next generation of young engineers. Millie, 11, said: “My dyslexia has always made reading a challenge, so I wanted to invent something that could make it easier. Seeing the engineers turn my idea into real glasses has been incredible. The thought that they might one day help other people with dyslexia is something I’m really proud of.” Millie’s mum, Sarah, added: “Millie has loved every second of this experience and it has really motivated her. She has been excited through the whole journey and she is so hopeful about the future. Her grandad was an engineer and this is the sector she has always wanted to work in, and her dreams have been made into a reality.” Teacher Rob Entwistle said: “Millie’s idea stood out from the moment she presented it. She wanted to help others who faced the same challenges she did. Watching her idea grow from a drawing into a working prototype has been inspiring.” Zandra Wilkinson, Headteacher at Light Oaks Junior School, said: “Primary Engineer’s competition is an incredibly powerful activity for our pupils. It shows them that their ideas matter, that engineering is creative, and that they can solve real problems in the world around them.We are unbelievably proud of Millie. She has shown our whole school community what is possible, and we could not be more delighted for her.” Primary Engineer’s annual UK competition asks pupils aged 3–19 the question “If you were an engineer, what would you do?”. All entries are read and graded by professional engineers, with every pupil receiving a named certificate. Regional exhibitions and awards ceremonies then showcase shortlisted designs, with winners invited on stage to receive their awards. Millie was recognised as one of the winners at the Greater Manchester event in 2024, one of 25 regional UK awards, and her idea was selected to be built into a prototype and revealed in July 2025. Sam Hassan, Bid and Programme Management Graduate at Thales, said: “We had an amazing time working with Millie’s Rainbow Glasses idea. Over seven months we researched, planned, built and tested the design to create a prototype that met her expectations. Our journey included weekly meetings, input from researchers at the University of Georgia, delivering STEM lessons in Millie’s school and a visit from Millie and her friends to see the final prototype. “When we unveiled it we were thrilled to see the reaction, and even had a member of the NHS asking whether this might progress further.” UK schools can register for this free competition by visiting: https://leadersaward.com/the-competition
The School of Signs-the fun way to learn BSL
The School of Signs is Signature’s latest launch, aimed at providing primary schools with resources to deliver British Sign Language in classrooms. The School of Signs is a free programme of study, which has been developed over the past 18 months, with the aim of bridging the communication gap between deaf and hearing peers and giving all children the opportunity to learn BSL in a fun and engaging way. While developing the programme of study, Signature spoke with many teachers who were enthusiastic about introducing BSL into their classrooms but often faced challenges due to a lack of accessible resources. In response, Signature recognised that this programme was more important than ever. The School of Signs enables BSL to be implemented accurately and effectively in schools. The full programme of study consists of 20 online lessons, delivered by qualified Deaf BSL teachers from the Royal Association for Deaf People (RAD). Topics covered in lessons include emotions, family, days of the week and many more. Alongside the lessons, there is a fictional series called Codebreakers, produced by ITV Signpost, which follows two spies who go undercover in a school to uncover the mysteries behind the scenes. Each episode then applies the topic of a lesson to an exciting plot, which ensures the programme of study is exciting for children to be engaged with. The programme of study also consists of comprehensive resources, including lesson plans, homework quizzes, posters, and a video dictionary of all the signs covered. The School of Signs is more than teaching BSL in classrooms, it is a resource to improve inclusion in schools and children’s communication skills.
Teaching, leading and living with ADHD
Living with ADHD has shaped who I am, as a learner, a teacher and a leader. It’s brought plenty of challenges, but it’s also responsible for creativity, curiosity and perspective I wouldn’t change for the world. Growing up neurodivergent At school, I was bright, curious and academically voracious, but I often struggled to fit into the structures expected of me. I didn’t really experience the kind of restlessness or lack of focus people often associate with ADHD. In fact, I could concentrate deeply on things that interested me. I absorbed information quickly, helped by a strong tendency towards hyperlexia, and although I daydreamed a lot, I was usually able to get away with it because I learned fast. What I did struggle with was boredom. If something didn’t spark my interest, I’d quickly switch off, which sometimes led to misunderstandings about my motivation or attitude. Back then, ADHD wasn’t as widely recognised as it is now, and behaviours like mine were often seen as disobedience rather than signs of a different way of thinking. Those years weren’t easy, but they taught me resourcefulness and resilience. When you constantly have to find alternative ways to succeed, you develop problem-solving skills and a willingness to think laterally. What once felt like shortcomings, with the benefit of age and experience, I now see as strengths. From classroom to company Before founding EdShed, I worked as a teacher. I often recognised aspects of myself in some of the children I taught, particularly the ones who struggled to stay on task or were always being told off. I knew they weren’t being lazy or disruptive; they were simply wired differently. That experience undoubtedly influenced how I think about education today. It made me passionate about finding ways to make learning engaging for everyone, not just for those who naturally thrive in traditional systems, but for all children. That’s what we strive to do at EdShed: create tools that adapt to individual needs and make learning joyful and accessible for every child. Leading with ADHD My ADHD hasn’t gone away, and it’s something I live with every day. It brings huge bursts of energy and creativity, but also moments where focus and organisation don’t come quite so easily. Over the years, I’ve learned to build systems that help me manage those challenges, and I’ve surrounded myself with a team that complements my strengths and weaknesses. As a leader, I try to build an environment that celebrates difference, valuing empathy and flexibility, and recognising that people work best in different ways. When you create a culture where neurodiversity is understood and supported, everyone benefits. Rethinking how we support neurodiversity One of the things I feel particularly strongly about is how schools respond to neurodivergent learners. Too often, education focuses on compliance rather than curiosity, but when we make space for different ways of thinking and engaging with the world, we don’t just help those with ADHD, we create better learning environments for every child. Teachers play such a vital role here, and I’d love to see more training and open conversation around neurodiversity in education. Not to “fix” children, but to understand them. We’ve come so far, but there’s still so much more that can be done. Seeing ADHD differently Looking back, ADHD hasn’t been a limitation. It’s been a lens through which I see the world, a lens that gives me energy, creativity and empathy for others who think differently. It pushes me to innovate, to find new approaches and to keep learning. Above all, if there’s one thing I’ve learned, it’s the importance of seeing past the behaviour. Every child who struggles to do what others find easy still has enormous potential underneath that surface. When we approach them with compassion and curiosity, rather than judgement, we unlock not just their potential, but our understanding of what learning and success can truly look like.
Five simple shifts that improve primary science
Science is rightly a core subject in primary education, however, it can also receive less focus compared to subjects such as maths and English, which often take priority due to accountability and time pressures. Recent national findings reflect this picture. According to the Primary Science Teaching Trust, teachers’ confidence with science varies across schools. The Curriculum and Assessment Review adds that limited curriculum time and a lack of cohesion in how science is sequenced can leave pupils less secure in key scientific ideas before they move into secondary. Together, these findings point to a clear need to strengthen primary science, but the solutions do not have to be complex. Below are five simple shifts that any school can begin making now: 1.Prioritise and celebrate science Raising the status of science begins with deliberate visibility. When science is consistently seen, heard and referenced across the school, it signals that the subject is valued. Showcasing science through displays, assemblies or newsletters, celebrating whole-school science events, and engaging families with simple science ideas to complete at home all help to create a culture where science is part of everyday learning. This steady visibility builds pupils’ confidence and reinforces that science is for everyone. 2.Support your science lead A strong science lead can have a significant impact on the quality of science across a school, but only when they are given the time and support to lead effectively. Providing protected time, opportunities to engage with subject networks and access to high-quality professional learning ensures they stay informed and able to guide colleagues with confidence. When science leads feel trusted, equipped and supported by senior leadership, they can drive a coherent, whole-school approach that strengthens provision for every pupil. 3.Encourage purposeful practical work Practical science is most effective when it combines hands-on activity with minds-on thinking. When pupils are guided to ask meaningful questions, observe carefully and interpret what they have found, practical work becomes a powerful driver of scientific understanding rather than just a moment of excitement. Purposeful practical work does not need to be complex or time-consuming. Simple, well-structured investigations, focused observations and short, structured activities that build core scientific thinking can all help pupils make sense of key scientific ideas. What matters most is a clear learning intention: what should pupils notice, practise or explain, and how will the activity strengthen their understanding over time? 4.Prioritise curriculum design and implementation A well-designed primary science curriculum should feel manageable for teachers and meaningful for pupils, with clear progression that builds understanding over time. Thoughtful sequencing of substantive and disciplinary knowledge, consistent use of vocabulary and a shared understanding of the big ideas that underpin science help lessons connect rather than stand in isolation. Taking time to review long-term plans together, identify concepts that commonly lead to misconceptions and agree on what high-quality science looks like across the school creates consistency in both planning and practice. 5.Dedicate time for CPD Teacher confidence is one of the strongest drivers of high-quality science teaching, and regular CPD is essential for sustaining it. Whether delivered through staff meetings, paired planning or short, focused refreshers, ongoing professional learning helps teachers feel ready to lead investigations and teach more challenging concepts with accuracy and assurance. This does not require large budgets. Making use of free PD sessions, local networks and the expertise already within the school can build a confident, collaborative science culture. A sustainable way forward Strengthening primary science does not require sweeping reform. Small, intentional changes made consistently can have a significant impact on pupils’ experiences and outcomes. By raising the profile of science, supporting subject leadership, and giving teachers the time and confidence they need, schools can build a richer and more coherent science education for every child.