Majority of multi-academy trusts relying on reserves
Mounting financial pressures across multi-academy trusts have been revealed in a MAT Finance Sector Insight Report 2025. Over half of Multi-Academy Trusts (MATs) are forecasting an in-year deficit for 2025/26 – and a third are expecting to hold reserves below 5% of income by the end of the year, a level considered potentially ‘financially vulnerable’ by the Department for Education (DfE) – according to a new report published by MAT finance specialists IMP Software in association with the Confederation of School Trusts (CST). The MAT Finance Sector Insight Report 2025, which compiles budget forecasts from 274 multi-academy trusts for the 2025/26-2027/28 financial years, explores key issues such as surplus and deficit forecasts, pupil number predictions, SEN challenges, GAG and reserves pooling, MAT finance team structures, and funding and resource deployment in special schools. Drawing on the only forward-looking dataset in the MAT sector – and covering more than 3,300 schools – this report highlights the financial trajectory of the MAT sector and concludes that “Trusts’ ability to allocate resources efficiently, manage SEN demands, and adopt appropriate centralisation and pooling strategies will be critical to maintaining operational stability in the coming years”. Will Jordan, Co-founder of IMP Software, said: “The financial health of multi-academy trusts is under growing strain. A convergence of cost pressures – from pay increases, to falling pupil numbers and unfunded increases in demand for provision for children with special educational needs – is squeezing budgets more than ever. “A high proportion of trusts have already moved into in-year deficits, are drawing on reserves at unsustainable rates, and face growing concern that these pressures will worsen in 2025- 26 and beyond without adjustments in funding, policy or operational models. The analysis presented in the MAT Finance Sector Insight Report 2025 highlights rising financial pressures across the MAT sector, with the short-term trajectory underscoring both the tight budgets that trusts face and the value of benchmarking data in informing robust financial planning. “The financial outlook MATs have forecast for the next three years is another wake-up call for an overhaul of funding to better reflect the reality they face.” The report’s main findings are: Writing in the report Foreword, CST Chief Executive Leora Cruddas CBE, commented: “The primary concern for school trust leaders will always be education – but providing an effective education depends on having the right resources to do so. That is why the intelligence provided by this report is so valuable for trust leaders, government, and policy makers. It sets out, quite starkly in places, the situation on the ground for our schools and trusts. “More than half of school trusts are expecting an in-year deficit for this academic year, calling on reserves to plug the gap between costs and funding. We have seen exceptional events in recent years – a pandemic; high rates of general inflation; unparalleled jumps in energy costs – and reserves can be a crutch on which to get through them. But this is not sustainable year after year, and falling reserves eventually hit the bottom.”
Dobbies Garden Centres offers schools chance to apply for free Christmas tree
Dobbies Garden Centres is lifting community spirits this season with a Christmas tree donation across the country, in partnership with Needlefresh. Dobbies Community Christmas Tree campaign will see stores across the UK giving away more than 220 Christmas trees to local schools and nurseries to help spread joy during the festivities. The campaign launches today (Thursday 9 October) as the garden centre officially celebrates its Christmas Launch Weekend (9 – 13 October), giving customers a chance to get a head start on their shopping, with exclusive offers as Dobbies unveils its highly anticipated festive collections. The garden centre is encouraging local schools or nurseries to get in touch to be in the chance of receiving a free Christmas tree. Participants will need to fill out a short application form, which the Dobbies’ team will then review to help them select successful recipients. Schools and nurseries within 20 miles of a store can apply for a free Christmas tree and entries close Thursday 6 November at 5pm. Dobbies’ Plant Buyer Nigel Lawton said: “Our Dobbies Community Christmas Tree campaign is a great opportunity to spread festive joy with local schools and nurseries, showing children the magic a real Christmas tree can bring. We can’t wait to see what the successful applicants do with their trees.” Nigel continued with some advice: “Our Nordmann Fir Christmas trees have soft dark green needles which make them easy to handle and ideal for children to decorate. They are known to hold their needles well, so your tree will stay green and fresh given the right care. “Once you have collected your cut tree from Dobbies, we recommend keeping it outside in a sheltered area. Cut one inch off the base of the trunk and stand the tree in a bucket of water until you are ready to bring it indoors, this will help reduce needle drop by keeping it hydrated. “Place your tree in a water-retaining stand and keep the needles fresh by topping up with water every day to ensure the water reservoir doesn’t run dry. Make sure the tree is positioned away from a direct heat source, and it might sound obvious but ensure there is a plug point nearby for lights. “Corners are ideal as it will keep your tree safe from knocks and bumps if it’s in a busy spot with lots of footfall. If you have a lot of decorations, spread them out right into the centre of the tree instead of just on the edges of branches for more stability. The Nordmann Fir is a popular choice as its natural shape and great branch structure make it a joy to decorate.” Dobbies Christmas trees from Needlefresh are sustainably grown in environmentally managed fields across Scotland, where a small growing team plant, prune and harvest each tree by hand. This method ensures the surrounding environment, wildlife and plants are looked after. Kenneth Mitchell from Needlefresh said: “We are proud to once again support Dobbies with their community Christmas tree initiative that allows schools and nurseries up and down the country the opportunity to enjoy a real Christmas tree as part of their festive celebrations.” Dobbies’ Christmas Launch Weekend, taking place from Thursday 9 to Monday 13 October, with exclusive offers available on the festive collections. There’s also a chance to £1,000 worth of Christmas products by registering online. Dobbies Community Christmas Tree winners will be informed by mid-November and can collect their Christmas tree on Thursday 27 November at the Christmas Shopping Night or at an arranged date. For more information and to find out how to get involved, visit www.dobbies.com/community-christmas-trees
Skibidi What? 85% of teachers admit they have to look up student slang
A new British Council survey reveals teachers are struggling to keep up with the language being used by pupils in UK classrooms.More than four in five secondary school teachers say they check the meaning of slang or online expressions their students use.Teachers shared their confusion at expressions such as skibidi toilet, 67, cap/no cap, and rizz.The findings come from a survey of 1,000 secondary school teachers across the UK, exploring how technology and AI are reshaping communication skills and classroom practices. What the sigma? Teachers checking up on digital slangMore than 85% of teachers report looking up expressions and slang their pupils use in class.More than one in five (22%) say they always check, while nearly three in ten (30%) do so often. Teachers aged 45–54 are more likely than younger colleagues to check expressions (24% vs 16% of 25-34 year old teachers), while those in the East Midlands are more than seven times as likely as teachers in Wales to “always” check meanings (38% vs 5%).The top five habits teachers see in the classroom are:Social media abbreviations (e.g., LOL, GOAT, TBH) (32%)TikTok slang (e.g., delulu, NPC, rizz, skibidi, aura) (29%)Gaming lingo (e.g., GG, sigma, XP, respawn) (28%)Meme references or catchphrases from online trends (27%)Mixing memes, images or gifs into written work (27%) No cap: teachers concerned about AI and tech changing student communicationSix in ten teachers (60%) say they are worried about how AI is affecting the way students communicate. The top five changes they have noticed are:Decline in writing quality because of AI tools (e.g., ChatGPT, Grammarly) (26%)Difficulty comprehending complex texts (26%)More use of phrases from different cultures or languages (26%)Shorter attention spans during lessons (25%)Narrower vocabulary due to predictive text or AI (25%) At the same time, many see positives. Over a third (36%) report improved listening skills, while nearly a quarter observe students learning more about other cultures and showing greater creative expression (24%). Flipping the script: teachers changing up homework styles in a world of AINearly eight in ten teachers surveyed (79%) say they have had to rethink the way they set assignments because of AI – either to stop students from using it or to build it in deliberately. Of these, 38% now design tasks specifically to avoid AI use, while 59% create assignments that incorporate it appropriately.Younger teachers aged 25–34 are the most likely to adapt their assignments (86%), but even among those aged 55+, a strong majority (72%) report making changes.Older teachers are also more likely to design tasks that deliberately block AI use – 40% of those aged 55+ compared to 33% of those aged 25–34 – suggesting greater hesitancy about the role of AI in learning among more experienced staff. Mark Walker, British Council Director of English and Exams, said: “AI is a powerful tool, but it cannot replace human interaction. AI and digital culture are changing the way young people learn and communicate. Teachers are adapting fast – rethinking assignments, responding to new slang, and questioning what’s gained and lost in student writing. The challenge now is to make sure students develop the critical thinking, originality and focus that will remain essential in education and beyond, while also making the most of the creative and cultural opportunities AI can offer.” Slang definitions67 (“six seven”) – A phrase from the 2024 hip hop song Doot Doot by Skrilla, which went viral on TikTok. Often used with a hand gesture as if “weighing options.” It spread as a nonsense reply to almost any question (“How tall are you?” “What time is it?”). Its appeal lies in being versatile and meaningless, making it funny and meme-able.Firm it – Means to “deal with it” or endure something difficult with strength or determination. Example: “I know you don’t feel well, but you just have to firm it and get through the day.”Alpha / Beta / Sigma – Internet slang describing male social hierarchies: alpha = dominant/leader, beta = submissive, sigma = independent “lone wolf.” Among teens, “alpha” and “sigma” are often used interchangeably as compliments meaning “cool” or admirable, without reference to hierarchies.Bussin – A term of strong approval, usually describing food or experiences that are exceptionally good.High-key / Low-key – Adverbs that express intensity of feeling. “Low-key” = slightly/kinda; “high-key” = very/definitely. Example: “I’m lowkey stressed about this exam.”Skibidi / Skibidi Toilet – A nonsense term from the viral YouTube animated series Skibidi Toilet. Used with varied meanings such as “cool” or “bad,” or simply as a humorous in-joke.Bet – Means “yes,” “okay,” or “I agree.” Can also be used to signal confidence (“watch me”) or sarcasm.Cap / No cap – From African American English. “Cap” = exaggeration/lie; “no cap” = truth/seriousness. Example: “Best pizza ever, no cap.”Rizz – Short for “charisma.” Refers to charm or romantic appeal, especially the ability to attract others. Popularised on TikTok; named Oxford Word of the Year 2023.
DfE Writing Framework risks creating a generation of writing robots, says expert
A leading education expert has praised the Department for Education’s new Writing Framework for its ambition and clarity – but warns that it could create a generation of ‘writing robots’. Penny Slater, partnership lead at HFL Education, says the framework is ‘thoughtful and well-researched’ and rightly focused on improving outcomes for pupils. But she warns that without careful implementation it risks repeating the mistakes made in primary reading teaching a decade ago. Penny said: “As someone who has spent years working alongside schools to develop effective literacy practice, I agree with a great many of the new framework’s recommendations. “But I fear that in 10 years’ time we could be in the same predicament as we are with reading in primary. “There, a narrow implementation of a previous framework has led to a situation in which KS1 is seen as when phonics is taught and KS2 is when comprehension is taught, leading to groups of children who associate good reading with being fast rather than understanding meaning. “I think the new Writing Framework risks a similar fate if we are not careful.” Penny said the framework was dominated by references to ‘sentence/s’ while ‘reader’, ‘audience’, ‘effect’ and ‘purpose’ were far less visible. “It’s not too much of a stretch of the imagination to see subject leaders coming to the conclusion that accurate sentence construction – for the sake of accuracy alone – is the goal. “Fast forward 10 years and I think there is a very real danger that we will we have a new challenge to address – ‘writing robots’ who can create sentences in a ‘paint by numbers’ manner but with no deep connection to purpose or audience or even an awareness of why we write.” Penny called for nuance in the way the framework is interpreted and cautioned against too narrow an application. “With thoughtful implementation, the Writing Framework can help us raise standards and close gaps. But we must learn from the past. “That’s why it’s so important to keep the reader at the heart of the writing process, because every sentence must be part of a larger whole – an idea, a story or a message worth sharing. “Because let’s not forget that while learning their scales is essential to any budding musician, in the end it’s the music that moves us.” HFL Education has this year launched an innovative Early Years writing programme called ESSENTIALWRITING, to give children aged 3-5 the best possible start to learning to write. The new programme is part of a sequenced curriculum which continues with the highly-successful ESSENTIALWRITING programme for years 1-6. To find out more visit https://www.hfleducation.org/early-years/essentialwriting-early-years and https://www.hfleducation.org/school-improvement/primary/english/essential-writing
Why schools should be integrating food education into the curriculum
Early intervention and equipping young people with the tools and knowledge they need to truly understand food sets them up for a lifetime of healthy habits to support their minds, bodies, and the wider environment too. School is the perfect place for children to learn about food systems and nutrition, but for young people across the nation this isn’t necessarily happening. We all know that learning about food is important, and that this knowledge can help us take steps to lead happier, healthier lives. But what about our children? Last year, the government initiated a review of the national school curriculum in England to ensure the system is fit for purpose and meeting the needs of all children. Responding to its call for evidence, charity School Food Matters submitted several key recommendationsurging policymakers to put food education at the heart of the curriculum, arguing that every child should leave school with an informed and positive relationship with food. Schools need to embrace food education and actively encourage children to get involved in understanding how food can impact the health of both people and the planet. This starts with putting food education on the curriculum – here’s why it’s so important. Improving health outcomes A survey by the NHS published last year found that one in eight children between the ages of two and 10 in England are obese, putting them at risk of developing numerous health conditions later in life, including heart disease and type two diabetes. Millions of school children and young people across the globe are consuming diets high in sugar, salt and saturated fat with minimal fruits and vegetables – and many simply aren’t aware of the impact these dietary habits are having on their bodies. We can’t expect young people to automatically have this knowledge – they need to be educated. Integrating food education into the school curriculum means young people are given the opportunity to learn about the role of nutrition and what different foods can do for their health. For instance, that excessive sugar can lead to disrupted blood sugar levels, tooth decay and mood swings, but that protein can support their energy levels, growth and development. The school environment also offers a safe space for children to ask questions and experiment under the guidance of a qualified teacher, giving them the opportunity to learn even more. Without this knowledge and learning, nothing will change. A more sustainable future Integrating food education into the curriculum also means teaching young people about the role of food systems and sustainable food practices. Lessons on growing, gardening and farming gives children hands-on experience and helps them develop the skills and habits needed to make healthy choices for the planet, as well as for their own wellbeing. And if schools have access to their own gardens, that’s even better. Giving young people the chance to grow their own fruits, vegetables and herbs can help them learn about plant lifecycles, sustainable agriculture, seasonal ingredients, gardening techniques and the importance of fresh, locally sourced produce. Understanding the environment and the long-term impact of food production has never been more important as we grapple with the effects of climate change, threats to food security and destabilised food systems. It’s young people who face a future of potentially worsening climate disasters, so it’s crucial that schools intervene early and provide children with the skills and knowledge to work towards a greener future. Sharing with family, friends and communities Research highlighted in the National Library of Medicine demonstrates the role of parents, carers and the wider family in shaping children’s education, health and life experiences. This is a two-way street, and it’s natural that children will share what they have learnt at school with their families, friends and communities, particularly if it’s a subject that has clear real-world relevance, such as cooking and nutrition. Learning about the nutrients we need to function at our best and the seasonal ingredients that support local farmers is important to understand – no matter your age – and children who have this knowledge have the power to improve outcomes for their families and communities. Education has ripple effects, and we shouldn’t ignore the impact this can have on improving outcomes for everyone. Final thoughts Integrating food education into the curriculum makes sense from both a health and sustainability perspective, and schools should be prioritising these valuable lessons. Improving the health of the nation starts with education, and this is even more effective with early intervention. Food education that allows students to take ownership of their learning and pass these lessons on to their wider communities can only be a good thing, and we need to make sure this is happening in schools across the nation. Young people deserve to learn how to fuel their bodies properly and how to take care of their planet, and it’s down to the education system to make this happen. Stephanie Spratt is founder and CEO of education catering specialist, Olive Dining
Teachers’ union accuses social media giants of exploiting children for profit
To fight the crisis social media is creating for our children and young people head-on, the National Education Union (NEU) and a coalition of partners have launched ‘Robbed: Big Tech’s Little Victims’, a national campaign backed by parents, teachers, young people and healthcare professionals calling on the government to raise the age of digital consent to 16 and stop social media companies from stealing childhoods. Recent polling by the NEU revealed 70% of the UK public believe that social media companies are robbing children and young people of their childhoods (69%) and are glad they didn’t grow up with social media (72%). Almost two-thirds (64%) also agree these same Big Tech companies are profiting from the distress their platforms are causing. ‘Robbed: Big Tech’s Little Victims’ is responding to the devastating effects of social media, which parents and teachers are seeing every day at home and in the classroom. From disrupted sleep and shorter attention spans, to reduced social skills and exposure to radicalised and extreme views, children and young people are victims of Big Tech executives who are making billions while they lose out. The NEU has published a report that highlights just how platforms like Instagram, Snapchat and YouTube – headed up by billionaires like Mark Zuckerberg, Evan Spiegel and Sundar Pichai – are generating profits through exploitation, feeding dangerous algorithms to children and exposing them to harmful trends and toxic content before their brains are even fully developed. Daniel Kebede, General Secretary of the NEU, said: “Every day, teachers see the damage Big Tech is doing to children and young people. Students are being robbed – of innocence, of attention, of sleep and joy – arriving at school exhausted, anxious, and already overwhelmed by what they’ve seen on social media. Their ability to focus, connect, and feel good about themselves is being eroded before they’ve even had a chance to grow. This isn’t just unfortunate – it’s a crisis. And it’s being driven by platforms designed to exploit young minds for profit. “It’s important that schools have robust policies on smartphones, but social media will continue to rob children of their wellbeing and socialisation outside of the school gates. We will not stand by while social media executives rake in billions by stealing childhoods. Teachers are uniting with parents to say enough is enough, because we see the harm, and we know it can be stopped. The NEU is proud to lead this campaign and call for the digital age of consent to be raised to 16. Other countries are acting; the UK must follow. It’s time to put children’s lives before corporate gain. It’s time to stop Big Tech stealing childhoods.” Exposing the extent to which social media is robbing children and young people of their wellbeing, polling also revealed over two-thirds (68%) of people think social media use is exacerbating a mental health emergency for under-18s. Parents agree. More than three-quarters (77%) of parents surveyed by the NEU believe social media companies have played a significant role in the mental health crisis young people are facing. The most pervasive negative impacts of social media they reported their children experiencing are: ● Spending less time outdoors (42%) ● Reduced time spent on hobbies like sports, reading and music (36%) ● Disrupted sleep or bedtime routines (35%) ● Decreased attention spans or concentration (31%) ● Exposure to harmful or inappropriate content (30%) Baroness Anne Longfield, Executive Chair of Centre for Young Lives and former Children’s Commissioner for England, said: “Our children are navigating a digital world never designed to protect them, and which can often manipulate them. Too many are being robbed, of sleep, of confidence, of attention and connection. That’s why I am supporting this campaign to restore boundaries, reclaim childhood and hold social media companies accountable for the harm they are causing. We cannot continue to accept that children should be left to fend for themselves in the digital world or continue to risk becoming the victims of the ever-growing power and influence of tech giants.” In addition to pushing for the UK Government to raise the age of digital consent for social media to 16, the campaign’s other demands found substantial support among the UK public: ● The Government should introduce guidance on the health impacts of social media on children and young people (76%) ● There should be guaranteed space on the school curriculum to teach digital literacy (73%) ● The Government should introduce a watermark for ethical advertising for social media platforms (70%) ● There should be a windfall tax on social media companies to pay for mental health services (67%) Join the parents and teachers fighting to stop Big Tech stealing childhoods. Support the campaign and sign the open letter to the UK Government here.
Global Schools Prize offers $500,000 cash to winner
Applications open today for a new Varkey Foundation initiative, delivered in collaboration with UNESCO, to celebrate the world’s most innovative and impactful schools. • Long listed schools will receive a Global Schools Prize Badge for world-class impact across 10 categories, including in AI transformation, sustainability, peace building, teacher development, and more. • One extraordinary school will claim the Global Schools Prize and $500,000 to scale its vision, while 10 category winners will receive $50,000 each. • Dame Christine Ryan, former Chair of the Ofsted Board, and Stefania Giannini, Assistant Director General for Education at UNESCO, to co-Chair newly established Global Schools Prize Council, which also includes Andreas Schleicher, Director of Education and Skills at the OECD, as well as former Presidents and former Education Ministers. The Council, which will guide the prize, will also be part of a prestigious judging academy which includes past winners of the Global Teacher Prize and Global Student Prize, and leading voices shaping the future of education, technology, and social impact. Dame Christine Ryan, the former Chair of the Ofsted Board, will co-chair the judging panel of the new $1 million Global Schools Prize – a Varkey Foundation initiative organised in collaboration with UNESCO to honour schools reimagining education for the future. Founded by renowned education pioneer and philanthropist Sunny Varkey, the Global Schools Prize joins the Global Teacher Prize and Global Student Prize, which he also founded, completing a powerful trilogy that celebrates educators, learners, and now schools as institutions of innovation and change. Together, the three prizes will spark a 360-degree conversation about what it takes to deliver the best possible education, equipping children to face the future with confidence – while rethinking the future of learning for generations to come. The Global Schools Prize will identify outstanding schools worldwide that demonstrate drive and ambition for their students, regardless of circumstance, ensuring every learner has the chance to thrive. Those longlisted will be awarded a Global Schools Prize Badge, symbolising world-class impact and achievement in areas ranging from AI transformation to teacher development. These schools will also be welcomed into the Global Schools Network, gaining access to partnerships, professional development, and global collaboration opportunities with other leading institutions. The longlisted schools will be split into 10 categories – and 10 outstanding category winners will each be awarded $50,000. To broaden opportunities for global collaboration, the Varkey Foundation is building a growing network of partners and sponsors across every category. Of the 10 category winners, one extraordinary school will receive the Global Schools Prize and $500,000 to scale its initiative. A Global Schools Prize Council, made up of some of the most respected and influential figures in global education, technology, and philanthropy, will guide the prize and provide strategic insight. It will be co-chaired by Stefania Giannini, Assistant Director General for Education at UNESCO, and Dame Christine Ryan, former Chair of the Ofsted Board. The Council will be part of a wider Global Schools Prize Academy, which will choose the winner. Sunny Varkey, Founder of the Varkey Foundation and the Global Schools Prize, said: “The Global Schools Prize is more than an award – it’s a movement to reimagine learning in a world of constant change. By recognising multiple winners, we shine a light on the many ways schools are driving progress – from innovation and teacher development to sustainability and student wellbeing. By celebrating these institutions, we can spark a global conversation about scaling the best ideas in education and inspire action that resonates far beyond the classroom.” Dame Christine Ryan, former Chair of the Ofsted Board, said: “Schools are at the very heart of communities, shaping not only the future of individual learners but the future of societies. The Global Schools Prize shines a spotlight on institutions that are leading with courage, creativity, and purpose – schools that refuse to stand still in the face of change. This prize is about celebrating their impact and encouraging global collaboration so that innovation in one school can inspire progress in thousands more.” Stefania Giannini, Assistant Director General for Education at UNESCO and co-Chair of the Global Schools Prize Council, said: “The Global Schools Prize celebrates the ideas and innovations that are transforming education. Around the world, schools are reimagining what is possible – finding new ways to inspire curiosity, strengthen resilience, and unlock the potential of every learner. By sharing these breakthroughs on a global stage, the prize reminds us that the power of education lies not only in knowledge, but in the creativity and collaboration that drive progress.” The inaugural Global Schools Prize will recognise schools across 10 categories: • AI Transformation • Arts, Culture and Creativity • Character- and Values-Driven Education • Global Citizenship and Peacebuilding • Health and Wellbeing • Overcoming Adversity • SEND/Inclusive Education • STEM Education • Sustainability • Teacher Development Other members of the Global Schools Prize Council include Rosalia Arteaga, former President and Vice-President of Ecuador, Nuno Crato, Portugal’s former Education Minister, Andreas Schleicher, Director of Education and Skills at the OECD, Dina Ghobashy, Director of Education Transformation, Microsoft, Lasse Leponiemi, Co-Founder and Chairman, HundrED Foundation, Deborah Quazzo, Managing Partner, GSV Ventures and co-founder of the ASU+GSV Summit, Heekyung (Jo) Min, Executive Vice President, CJ CheilJedang, Giuseppina Cannizzaro, Director, Dolce & Gabbana, Jonnie Noakes, Director of The Tony Little Centre for Innovation and Research in Learning, Eton, 2019 Global Teacher Prize winner Peter Tabichi, 2023 Global Student Prize winner Nhial Deng, and Global Student Prize finalists Kenisha Arora and Kekhashan Basu. The Global Schools Prize is open to government-run and privately funded schools worldwide that are going above and beyond to deliver quality education. Applications are now open, and schools interested in applying can visit www.globalschoolsprize.org.
New Key Stage 2 online assessments to develop literacy and numeracy skills
New online assessments that can support pupils to develop their literacy and numeracy skills in Years 5 and 6 are now available to schools in England. Covering reading and maths curricula across autumn, spring, and summer terms, NFER Online Assessments (NOA) aim to engage pupils with age-appropriate questions, optimised for the online environment, while saving teachers time. The assessments, originally launched in 2024 to pupils in Years 3 and 4, have been taken by over 9,300 pupils in the academic year 2024/25. This expanded offering of online assessments ensures schools can now support pupils throughout their Key Stage 2 journey. It offers pupils interactive, standardised tests that are fun and appealing to use. This platform also delivers reliable information to teachers for diagnostic and summative assessment purposes. Pupils in Years 3 to 6 will also get the opportunity to meet NFER’s friendly interactive guides, Noa the Panda and Fern the Robot, who will be there to help them navigate through the assessments via videos and practice questions. Meanwhile, teachers facing workload pressures will save time as 70 per cent of all NOA questions are marked automatically, leaving teachers to mark the ‘open-ended’ and ‘show your working’ type questions. Claire Hodgson, eAssessment Programme Director at NFER, said: “This dynamic and high-quality set of standardised reading and maths assessments is designed to be used each term to track pupil progress. Drawing on our expertise in assessment and using data and feedback from extensive trialling, we’ve developed an intuitive platform to provide stimulating, curriculum-aligned questions. “We’re thrilled that schools have fed back to say that pupils find NOA engaging, accessible and enjoyable and that teachers value its accuracy and time-saving benefits.” One school that has been using the tool told NFER: “I loved using NOA with the Year 3 pupils. It saved hugely on teacher time and the children had a positive test experience.” Schools that are interested in learning more about these assessments can join a number of demonstration webinars that will take place during the Autumn term.
Baxi signs expanded three-year STEM education partnership with Primary Engineer
Baxi announces its expanded partnership with purpose-driven, not-for-profit organisation Primary Engineer to bring STEM into the classroom and inspire the next generation of engineers. The initiative is funded by the BDR Thermea Foundation, the owner of Baxi’s parent company BDR Thermea Group, and follows the announcement of Baxi’s four-year principal Sponsorship of World Skills UK. Building on Baxi’s successful four-year partnership with Primary Engineer in Preston, where Baxi has its manufacturing facility, the new agreement involves expanding the Construction Programme to include Warwick, home to Baxi’s UK headquarters. Engaging 60 primary schools across Warwick and Preston will connect over 3,000 pupils with real-world Baxi engineers who will help them to develop skills, confidence and curiosity around engineering. The programme consists of two curriculum-linked engineering projects for Key Stage 1 (ages 5 to 7) and Key Stage 2 (ages 7 to 11) that encourage pupils to design, build and present their ideas. The initiative will simultaneously train more than 100 teachers who will be directly supported by the Baxi volunteer engineers during both training and classroom delivery. The initiative also includes a 3-year partnership for the ‘If you were an engineer, what would you do?’ competition in Lancashire and West Central England. Open to pupils aged 3 to 19, the competition invites participants to interview engineers, learn about the breadth of engineering careers, and develop imaginative solutions to real-world challenges. Baxi’s engineers will be involved in grading entries, judging shortlisted designs, and celebrating the winners at regional exhibitions and awards ceremonies. Carolyn Sidebotham, Head of L&D at Baxi UK and Ireland, said: “We are delighted to expand our partnership with Primary Engineer, with the support of the BDR Thermea Foundation, to include schools across both our Warwick and Preston locations. “It’s essential we encourage and inspire the next generation of young engineers to help us in the critical transition to clean heating and hot water – and this programme, which involves our own engineers, is a fantastic way to do just that. “Research shows that STEM aspirations and perceptions are formed during the primary years, so engaging with pupils at this early stage is vital to encourage a larger and more diverse talent force. By bringing engineering to life in such a fun and informative way, we hope to show what a meaningful career opportunity this sector offers.” Robert Von Roijen, Program & Partner Manager ANB at the BDR Thermea Foundation, said: “Our mission to empower young people to pursue impactful careers that support the energy transition aligns closely with the goals and outcomes of Primary Engineer. Through this partnership, we can deliver measurable local and national impact across Baxi’s UK locations, providing engaging and meaningful volunteering opportunities for our engineers and supporting diversity and early engagement in engineering. Collaborating in this way, we can help build long-term interest in engineering careers aligned with a just and skilled energy transition.” Primary Engineer Head of Partnerships Natasha Kinnear said: “We are thrilled to be expanding our partnership with Baxi and the BDR Thermea Foundation. Together, we’re opening the doors of engineering to thousands of young people, helping them to see how engineering is relevant to their lives and how they can play a part in shaping a more sustainable future. “By connecting pupils with real engineers, whether through practical classroom projects or the ‘If you were an engineer, what would you do?’ competition, we’re inspiring creativity, curiosity, and problem-solving from an early age. It’s partnerships like this that show how industry and education can work together to equip the next generation with the skills and ambition needed to support the energy transition and help tackle the challenges of tomorrow.” The Primary Engineer programme will begin in the autumn when teachers in the Preston and Warwick participating schools, supported by our engineers and the Primary Engineer team, will be introduced to this year’s construction projects.