A report from the Association of School and College Leaders (ASCL) has warned that the burden on heads and teachers has reached an unprecedented level due to underfunded public services "crumbling around them". Schools are reportedly running food banks and supporting families with housing on top of their educational duties. Julie McCulloch, director of strategy and policy at ASCL, said: "Some of these issues are obviously of great importance but they cannot continue to be shouldered by educators." The union has called on the government to set out a long-term plan for education that clearly maps out who is responsible for different services in local areas, adding that schools need sufficient funding to provide their core responsibilities. By Jasmine Norden, The Independent. 

James Toop, chief executive of Teach First, writes in Tes urging the government to address regional differences in attainment by taking "practical steps to make teaching in the poorest areas more attractive, namely raising pay, offering targeted incentives and providing flexible working entitlements where possible". He continues: "Our pupils deserve an education system that matches their ambitions. We know that teachers are the engine for change."

A quarter of state secondary schools in England have no dedicated physics teacher, with schools in poorer areas worst affected, analysis has found. According to the Institute of Physics (IoP), 58 per cent of pupils studying for a science GCSE – around 700,000 in total – will have the physics component taught by someone who has not studied the subject beyond the age of 18. Commenting on the findings, Tom Grinyer, the IoP's chief executive, warned: "This report paints a worrying picture of an education system struggling to find and keep the physics teachers we need... If we fail to tackle this challenge then we are failing to nurture the scientists and innovators of tomorrow – with serious consequences for our society and economy." By Sally Weale, The Guardian. 

Parents will struggle to access free childcare in parts of the country, industry leaders have warned, as nurseries respond to a funding shortfall by putting up their fees. Working parents of children aged nine months to four years are now eligible for 30 hours of government-funded childcare a week during term time. However, critics have claimed that the increase to employers' national insurance contributions has resulted in nurseries freezing recruitment, scrapping expansion plans and charging higher fees to avoid closure. By Georgia Lambert, The Times.  

Chris Woolf, senior international director at Wellington College, writes in Tes explaining why the school has decided to expand its operations to Nigeria. Citing figures from ISC Research, he states that Nigeria has seen a 14 per cent growth in students in international schools over the past five years, making it the ideal location for an overseas campus. Emphasising the importance of shared principles, Mr Woolf writes: "We need to ensure partners align with our values of kindness, responsibility, respect, integrity and courage. If we don't see this in our early interactions, we don't take the discussion further." Reflecting on the many considerations to take into account, from government legislation to building regulations, Mr Woolf concludes: "It’s clear that opening a new school overseas is far from a quick or easy process. When you can align everything, however, there’s no doubt that it’s a really exciting moment."

Paty Paliokosta, an associate professor of special and inclusive education at Kingston University, London, explores the factors contributing to a sharp decline in children's wellbeing post the transition to secondary school. A survey conducted by ImpactEd Group revealed a drop in children's wellbeing between Year 6 and Year 8, and identified significant declines in pupils' enjoyment of school, feelings of safety, and self-efficacy. Concluding the article, Dr Paliokosta writes: "Schools need to put policies in place that help students feel safe, connected and empowered to manage conflict. And they should recognise that working-class and marginalised pupils face systemic barriers, and commit to dismantling them." The Independent. 

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