- Could Saudi Arabia offer new opportunities for UK independent schools?
- Science and maths degrees provide greatest value to nation, says minister
- Concerns grow over SEND staffing and inclusion
- 'Young people should know what happened on September 11'
- Down the rabbit hole: Helping young people navigate AI
- Fuel for learning: The Beacon’s approach to healthy eating
Could Saudi Arabia offer new opportunities for UK independent schools?
Independent sectorWriting in School Management Plus, Hayley Mintern, a partner at Anderson Quigley executive talent search, looks at why Saudi Arabia is attracting growing interest from UK independent schools. She highlights the opportunities created by Vision 2030, the country’s long-term plan to diversify its economy beyond oil and invest in areas including education, tourism and technology, as well as new education regulations and growing UK-Saudi cooperation. Emphasising the need for schools to understand the market and choose partners carefully rather than simply exporting their brand, she concludes: "The strongest partnerships will be those where schools understand what Saudi Arabia is trying to achieve and can articulate how their educational philosophy, expertise and leadership can contribute to it."
Science and maths degrees provide greatest value to nation, says minister
Higher educationScience degrees offer the "greatest personal, social and economic value" to the country, Chris McDonald, the new science minister, has said. Addressing delegates at the Universities UK annual conference in Nottingham, he said that while others shied away from making value judgements, he felt undergraduates should be choosing degrees that set them up for "successful and prosperous careers", although he later added: "I love the arts in my life... I recognise the importance of arts and humanities. But I am the science minister and I will be making the case." By Nicola Woolcock, The Times.
Concerns grow over SEND staffing and inclusion
SENDMost councils developing local special educational needs and disabilities (SEND) reform plans have warned that shortages of specialist staff could undermine the government’s new £1.8 billion "experts at hand" service, with educational psychologists among those in particularly short supply. Of the 40 plans analysed by Schools Week in its landmark transparency project, 36 raised concerns about staffing, while 28 said the risk was likely to materialise. The paper's analysis of available documents reveals what schools and families can potentially expect, and highlights fears in some town halls that the "fragmented" school system could hamper inclusion. By Samantha Booth and Ruth Lucas.
A study for Tes by SchoolDash has found that schools rated as missing the "expected standard" on inclusion have, on average, more pupils with education, health and care plans (EHCPs) and more pupils receiving SEND support compared with those rated as being at a "strong standard" or "exceptional". Published in a blog post today, the data shows that at schools with an "exceptional" inclusion rating, 12.2 per cent of pupils receive SEND support, on average, but this goes up to 17.1 per cent for schools with the lowest grade of "urgent improvement" for inclusion. By Cerys Turner and John Roberts.
'Young people should know what happened on September 11'
Teaching and learningIn an article for LBC, Yvonne Richards, director of the charity Since 9/11, explains why it is so important that children are taught about the events of 9/11, which took place 25 years ago today. Ms Richards argues that rather than just teaching young people the facts, educators should give them the chance to ask difficult questions, consider different perspectives and recognise misinformation. Her reasoning is simple: "Because it helps explain the world they live in."
Down the rabbit hole: Helping young people navigate AI
ISC blogTeenagers have access to artificial intelligence (AI) – but are we teaching them how to use it, let alone understand it? asks James Chamberlain, head of economics, business and enterprise at St Helen and St Katharine. "As technology becomes more powerful, the need for a broad and humane education becomes stronger," he writes.
Fuel for learning: The Beacon’s approach to healthy eating
ISC's Friday FeatureAs schools return for the new school year, our first Friday Feature looks at the importance of healthy eating and how children can develop positive habits from an early age.
At The Beacon School, this commitment is reflected in the fresh, balanced meals served each day, designed to support pupils' health, wellbeing and learning. Chef Dino, who leads the school's kitchens, works with trusted local suppliers to create menus that are both nutritious and appealing to children. On how the school is making healthy eating an enjoyable part of everyday school life, he said: "We carefully design nutritious menus using fresh, seasonal ingredients, making healthy food colourful, balanced and enjoyable for children to explore and eat. Our focus is encouraging positive eating habits and a love of fresh food."
This commitment extends beyond the dining hall. Through practical cooking and nutrition lessons and the school's gardening club, led by head of cooking and nutrition (and IAPS advisor) Kim Rowland, pupils learn about healthy eating and sustainability. The Kitchen Garden provides ingredients for classroom activities, giving children hands-on experience of growing and harvesting food. Through this innovative initiative, Years 4 to 8 are given the opportunity to explore nutrition, sustainability, the gut microbiome, international food and culture.
By combining wholesome meals with practical education, The Beacon is helping pupils develop healthy habits, essential life skills and a lifelong appreciation of balanced living.
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