Trust Leadership Today, Summer 2025

ACADEMY TRUST

Today LEADERSHIP

William Clarence Education

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EDITOR

David Moncrieff david@williamclarence.com

EDITORIAL ADVISORY BOARD

Ann Mroz

Former Editor, Times Educational Supplement (TES)

Louise Bennett

CEO, The Institute of Development Professionals in Education (IDPE)

Alex Russell

CEO, Bourne Education Trust

Samuel Skerritt

Director of Public Affairs and Policy, Confederation of School Trusts (CST)

Andrew Thraves

Chair, Big Education Trust

David Walker

Director, BSA Group

Dr Helen Wright

Educational Consultant and Coach

Steve Price

Chief Executive, Tudor Park Education Trust

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Trust Leadership Today is distributed as follows: all UK Single and MAT Trusts; Schools & Academy Show, NEC. Quarterly print reach: 5,000; digital reach: 65,000; social reach 25,000.

FOREWORD

Fear and anxiety can be deeply challenging emotions in today’s complex world. This is well recognised. Yet both seem to be impacting so many walks of life right now.

The media is full of stories from international correspondents which are making many of us feel uncertain and insecure. And, deeply regrettably, these troubles are not confined to the global news agenda. While rare, incidents of violence on our own streets and in some schools and educational communities have raised quite reasonable concerns about safety and wellbeing.

Schools are grappling with a range of complex issues – from rare but serious cases of violence and abuse to broader social debates around identity and gender – all of which can impact students’ and staff confidence in their environment. This can leave them ill-equipped to cope with the demands of life in today’s education system.

We would all agree that schools must be – and must be perceived to be – places of safety for students and staff. Education is not going to flourish if there is a constant sub-narrative to school life that prevents anyone performing at their best.

The work MATs and individual school senior leadership teams are doing on safeguarding is truly impressive; it is rarely because of a lack of care amongst this influential group that the incidents which spill into the media occur.

So why is it that some parents are still reluctant to send their children on school trips because of concerns about their wellbeing? Why is it that some students feel the need to carry knives? Why is it that some transgender people feel uncomfortable about being who they truly are within their communities? Why is it that there is a generation of adolescent boys who are anxious about what it means to be a man in the late 2020s? These are all topics addressed in this edition.

SCHOOLS ARE GRAPPLING WITH A RANGE OF COMPLEX ISSUES.

There are no simple answers. But as educators we need to continue to help the drive towards containing and improving this situation. There is so much positive action underway and yet the anxiety remains. Can this be addressed, in part, through greater communication and a commitment to trying to break down the echo-chambers in which so many of us exist? Surely it is worth the extra time and effort this would involve?

David Moncrieff

© William Clarence Education

No part of this magazine may be reproduced without the permission of the publisher. The information contained in Academy Trust Leadership Today has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, disappointment, negligence or damage caused by reliance on the information contained within this publication is hereby excluded to the fullest extent permitted by law.

SEAMLESS SCHOOL CATERING: THE EASY SWITCH TO APETITO

Rupert Weber, General Manager for apetito’s Education Division looks at how switching catering providers can be made simple with apetito.

School meals are a crucial part of any pupils’ day, giving them the fuel needed to focus on their lessons. However, many schools are struggling to provide their pupils with high-quality, nutritious meals. In fact, schools across the country are experiencing inconsistent meal quality, rising costs, labour challenges, poor menu variety and low uptake.

To offer pupils the best meals possible, we know many schools are considering switching catering services. However, actually making the change can feel daunting and questions will rightly be asked about if switching will really bring benefits. There’s also always uncertainty about whether a new provider will be able to deliver on the quality of meals promised and if the new food on offer will satisfy pupils' tastebuds. Then there are the logistics to consider, how long will it take for catering teams to learn new systems and whether the school will need to recruit more resources in the kitchen.

With all these potential challenges and

uncertainty, it’s unsurprising that many schools are scared to take the leap and switch up their catering providers, even if it’s the better choice for their pupils. At apetito, we understand that this decision can be daunting, However, our revolutionary premium pre-prepared meals service means switching is simple, and with our service your school is in safe hands.

SWITCHING MADE SIMPLE

Kitchen or no kitchen, our premium preprepared meals system works in any kitchen set-up. As our meals come frozen, schools simply need enough freezer space and ovens to store and cook the food and a place to serve up our meals. This is because at apetito, we do the heavy lifting for you. Our expert chefs, dietitians and nutritionists have developed a huge range of delicious, nutritious meals so that schools don’t need these specialist skills in-house. Kitchen staff simply need to take the meals out of the freezer, cook and then serve our meals to pupils.

It doesn’t stop there, as our dedicated team are on hand to guide you through each and every step of getting set up with apetito, from menu planning to staff training. You can be assured of a smooth rollout in just 3-4 weeks.

Let’s give you an example. Last year, a school we now serve discovered our offerings at a conference in July 2024. After the Headteacher sampled our food, she immediately recognised how much her pupils would enjoy our meals and sought to see if apetito could support her school. The school had a strategic vision to change its catering operations, as pupils were having to visit a neighbouring school for lunch. However, without a full kitchen on site, this seemed unattainable.

Once our team explained that our premium pre-prepared meal system requires neither a full kitchen setup nor extensive space and staff, the school was eager to proceed. Throughout the summer, our team worked closely with the school to set up the necessary systems and provide staff training. By the first week of term in September, the school was fully prepared for lunchtime service, and the pupils now get to enjoy a hot, high-quality, nutritious meal every day.

REVOLUTIONISING SCHOOL CATERING

We’re proud that our unique proposition gives us the ability to help schools serve high-quality meals, whilst also tackling other significant challenges like cost and labour shortages. As one of the fastest growing school meal providers, we’re committed to revolutionising school catering and are delivering outstanding quality, simplified operations and serious cost savings in every bite. ■

Learn more about apetito’s service by visiting:

‘CHANGE’

REFLECTIONS ON THE FIRST YEAR OF THE LABOUR GOVERNMENT

Sam Skerritt reviews the first year of the Labour Government’s term in office, flagging key developments and highlighting the many policy areas where the sector is awaiting greater clarity. Believing schools are no passive spectators in the process of reform, he urges colleagues to become the changemakers of their generation.

Summer 2024. Nottingham Forest survived another relegation battle at the bottom of the Premier League. Beyoncé had broken the record for most Grammy-awarded artist in history but had yet to win the top gong (Album of the Year); Rishi Sunak was Prime Minister; Joe Biden was President.

voted for, propelling a Labour leader to Number 10 for the first time in 14 years, with a whopping majority of 174.

VISION

and respect we hold for each other. My commitment to you is to listen, to draw on your wealth of experience and to act on your honest feedback.”

Summer 2025, and Nottingham Forest finished the season in seventh place, qualifying for European football for the first time in 30 years (reaching the FA Cup semifinal for the first time in 34 years in the process). Beyoncé finally clinched Album of the Year, with her countryinfused sonic history lesson Cowboy Carter. Prime Minister Kier Starmer, with Bridget Phillipson his Secretary of State, is marking one year in power. Meanwhile over the pond, President Trump is six months into a second term as President.

How much can change in such a relatively short space of time. And it was ‘change’ – that one-word slogan emblazoned across the Labour Party’s manifesto – that the country

Four days after the election, Bridget Phillipson wrote an open letter to the education sector in which she said: “A huge part of my role is to understand the scale of the challenges you are facing, and the support needed to fix them. The scar of child poverty, severe financial pressures squeezing all your budgets, high workload, climbing vacancy rates, strain on care, mental health and SEND services, among many other issues, have made your jobs increasingly difficult… Change is simple to describe, but vast to deliver. Government can’t do it alone – we will work with you as essential and valued partners to deliver our shared mission. I want to renew the trust

One of the first major decisions came shortly after in the form of agreement to, and funding of, the recommended teacher pay award, followed closely by the removal of one-word Ofsted judgements. These were early indications of Opposition words turning into Government action: the relationship between Government, schools and families was to be reset.

Labour’s manifesto had made promises: changes to Ofsted, a new National Curriculum, 6,500 more teachers, breakfast clubs in primary schools and so on. But we were also waiting for an

over-arching vision for the system, and what policy and reform was needed to realise it. How the big issues pinpointed by the Secretary of State in that open letter – budgets, workload, vacancies, mental health, SEND – would be tackled.

A year later, there were still big questions about the big issues until, as part of the Spending Review in June, it was confirmed that a Schools White Paper will be published in the autumn. This, with SEND as a central pillar, should provide the clarity the system needs.

That clarity is important because some of the moves taken by the Government in its first year have raised difficult questions.

CHILDREN’S WELL-BEING AND SCHOOLS BILL

Although The King’s Speech did mention a Children’s Well-Being Bill, its arrival with a second part focused on schools was unexpected for many. Some of its content seemed at odds with the commitment and support for Trusts that ministers had voiced previously.

On pay and conditions, for example, the Bill as drafted would have seen all schools follow the same national pay scale for teachers and some Trusts would have needed to cut pay to align.

Some felt that the requirement for all schools to follow the National Curriculum would stifle innovation or limit Trusts’ ability to turn around failing schools rapidly; it also seemed premature in light of an ongoing Curriculum and Assessment Review.

On Qualified Teacher Status (QTS), in the midst of a severe recruitment and retention crisis, some felt that the timing of an additional requirement for a very small part of the workforce was unhelpful.

On repealing the duty to make an academy order (in plain English, removing the requirement for a failing school to join a Trust), it seemed that decades of cross-party consensus on the necessity to intervene and change governance as part

...WE WERE … WAITING FOR AN OVERARCHING VISION FOR THE SYSTEM, AND [INFORMATION ON] WHAT POLICY AND REFORM WAS NEEDED TO REALISE IT.

of turning around a school was coming undone. There are more examples.

MOVEMENT

Fortunately, there has been movement on some of these issues.

On pay, the Government amended its own Bill to clarify pay scales. This would be a minimum expectation – allowing Trusts, as employers, to set pay through a ‘floor but no ceiling’ approach – and that they should have regard to, rather than be straight-jacketed by, wider terms and conditions that might restrict flexible working innovations. On the curriculum, the interim report from the Curriculum and Assessment Review was more evolution than revolution. We expect exemptions for some subjects and scenarios on requiring QTS. Meanwhile the

Department for Education’s consultation on accountability suggests academy orders will remain the default response for schools needing intervention.

This is where a White Paper can help. It is impossible to know whether an individual proposed policy is necessary to realise an over-arching ambition without a coherent sense of what that ambition is.

A criticism from some political commentators of Labour’s first year in office has been along similar lines. Some say the Party was so focused on winning the election it hadn’t clearly set out a vision for governing; others are more forgiving and say it’s merely a symptom of 14 years in Opposition. Some argue confusion over the manifesto versus ‘the missions’ versus the ‘Plan for Change’

versus ‘the milestones’. And much has been said about Labour’s victory and whether it was a win for Labour or a loss for the Conservative Party, or how realistic a second term in power could be with a majority of breadth but little depth. Only time will tell.

TIME

But time is a luxury we cannot afford. Getting reform right is critical, but children get one shot at their education. Although we have children sitting in

classrooms receiving education, that is not good enough. We continue to see a downward trend in recruiting and retaining staff, and schools face provision cuts to balance the books. The system is fragile.

Perhaps that’s the reason there has been so much noise in response to the Bill, to the Ofsted and Department for Education accountability consultations, and to the Curriculum and Assessment Review. All are important and worthy of being debated. But will any tackle those

A YEAR LATER, THERE WERE STILL BIG QUESTIONS ABOUT THE BIG ISSUES UNTIL, AS PART OF THE SPENDING REVIEW IN JUNE, IT WAS CONFIRMED A SCHOOLS WHITE PAPER WILL BE PUBLISHED IN AUTUMN.

big, wicked problems? Are they the most pressing, crucial issues Government needs to address?

Until we can see how they fit into the bigger picture, how they all contribute to better opportunity, more robust funding, and a pipeline of staff across all roles, it’s not clear how our education system will continue to progress from good – and it is a good system – to great by the end of this Parliament.

No pressure on the White Paper, then. To be clear, this is not an unsympathetic critique of the Government. The fiscal inheritance was dire, global politics and security are on a knife edge, and one year in power is a short time to implement major change. A change in governing party after a longer period brings with it years of pent-up expectations, not all of which can be addressed overnight, or even in a single parliamentary term. But now we need crystal clear clarity over the strategic direction.

CHANGE?

Of course, Government will always –and should – have an important role

in education. Our school workforce are custodians of the country’s future, nurturing our future colleagues and neighbours, resourced by taxpayers. But Governments should also be strategic, tackling the big problems so schools can focus on improving outcomes. This is where Trusts have a leading role. They are places where improvement expertise and capacity are held, where we can identify inclusive practice that celebrates achievement. With Trusts now educating more than half of the country’s pupils, they (particularly) have a crucial role in making our schools the best places to work (and stay) for the staff that make that happen.

Because when Governments and their priorities change, global crises hit, or a community faces a tragedy, it is schools that remain places of safety and joy. Of love. Bastions of continuity standing firm in the winds of change.

So yes, we must help Governments shape policy that will improve outcomes for children. Yes, we must have an attentive eye on the policy landscape. And yes, we must do so without losing sight of our core purpose to ensure every child, irrespective of background, receives the highest quality education.

NOW WE NEED CRYSTAL CLEAR CLARITY OVER THE STRATEGIC DIRECTION.

But we should also recognise that we are the changemakers. While we wait for a White Paper and a sense of what the system will look like in four years’ time, we should do so in recognition of our role as changemakers. There is more power in our hands than we sometimes think.

In 2008, Barack Obama said: “Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.”

This is an important principle for us to hold onto. We can keep becoming more inclusive, keep improving our schools at scale, and keep making trusts the best places to work without a White Paper. And so we must.

KEEP FOCUSED

There are few inevitabilities in life, but change is one of them (as is my ability to shoehorn Nottingham Forest and Beyoncé into unrelated articles). It is the scale, pace and underpinning vision that is so variable and what we await to see clarified next term.

Until then, we keep going. We keep focused on the change we can enact to improve outcomes for children. We keep serving our communities, and keep supporting each other to be better. ■

SAM SKERRITT is Director of Public Affairs and Policy at CST.

THE HIDDEN CRISIS

CONFRONTING VIOLENCE IN OUR SCHOOLS

Violence in our schools is becoming an increasing problem for academy trusts. Paul Grills considers the issue and explores possible responses, noting that leadership teams within schools play a pivotal role in shaping a culture which rejects violence in all its forms and creates a climate for learning.

Across the UK, schools are grappling with a growing and concerning issue: violence among students. Although our schools are designed to be safe, nurturing environments for learning and development, the reality for many young people is far more complex.

According to a survey by the Youth Endowment Fund in 2024, over 10,000 teenagers aged 13 to 17 in the UK have reported experiencing some form of school-related violence. This includes not only physical aggression but also emotional abuse, sexual

harassment, and cyberbullying. Students who do not conform to traditional gender norms are particularly vulnerable, often suffering in silence. School violence is not only limited to overt physical acts; it includes any behaviour that involves a real or implied threat. If someone is deliberately harming another person or making them feel unsafe, it constitutes as violence.

A NATIONAL PICTURE: VIOLENCE IS NOT JUST A CITY PROBLEM

Violence in schools is not confined to inner-city areas or specific demographics; it is a national issue affecting communities of all sizes. A Teacher Tapp survey in 2023 again highlighted the scale of the issue. 30% of teachers reported witnessing pupil fights. 40% had seen violent behaviour requiring intervention. Additionally, 15% of secondary teachers reported some form of harassment from a pupil while at work. These figures paint a stark picture and highlight the need for a co-ordinated response to ensure the safety and well-being of both students and staff.

More alarmingly, when looking at figures related to violence involving weapons, police data from

2024 revealed that 150 knife crimes resulting in injury were recorded in schools across England and Wales, equivalent to approximately four incidents per school week. These were part of a broader set of 631 kniferelated offences, including possession, threats to kill, and sexual assaults involving sharp objects. Notably, this data was collected from only 27 of the 43 police forces, suggesting the true scale may be significantly higher. In total, these forces recorded 21,795 violent crimes in schools, encompassing robberies, assaults, threats, and weapons possession.

EXTREME MEASURES: KNIFE ARCHES AND SURVEILLANCE

In response to rising incidents, some schools have introduced extreme security measures, including knife arches and metal detectors placed at school gates. These are designed to deter students from bringing weapons onto school grounds. Although some educators and parents support these measures and believe they are necessary for safety, others argue that they risk creating a prison-like atmosphere that undermines trust and community.

The debate is complex. Knife arches may prevent immediate threats, but they do not address the root causes of violence. Schools must find a careful balance between ensuring safety and maintaining a welcoming, inclusive, positive environment.

UNDERSTANDING THE ROOTS OF VIOLENCE

To tackle violence effectively, schools must understand its underlying causes which are dependent largely on local context. It is also important to understand the range of risk factors that can increase the likelihood of a young person engaging in violent behaviour. These include poor academic performance, a history of violence, hyperactivity and

SCHOOLS MUST FIND A CAREFUL BALANCE BETWEEN ENSURING SAFETY AND MAINTAINING A WELCOMING, INCLUSIVE, POSITIVE ENVIRONMENT.

STRONG RELATIONSHIPS BETWEEN STUDENTS AND STAFF ARE OFTEN THE FOUNDATION FOR SUCCESS.

mental health challenges. Exposure to violence, whether at home or in the community, also plays a significant role. These factors often intertwine, creating a complex challenge that requires a multiagency response.

WHAT SCHOOLS CAN DO: PREVENTION THROUGH EDUCATION AND SUPPORT

Despite the scale of the problem, schools are not powerless. There are proven strategies that can reduce violence and create a culture of safety, based on respect. Strong relationships between students and staff are often the foundation of success. When students feel seen, heard, and supported, they are less likely to engage in extreme behaviour and are often open to support.

Teaching emotional literacy at an early age and helping students understand how to manage their emotions can prevent conflicts from escalating. Restorative practices, which focus on reflection and accountability rather than punishment, also have to have positive outcomes. Access to mental health support, including school counsellors and well-being services, is also essential. Additionally, engaging families in violence prevention efforts ensures that support extends beyond the school gates. Finally, schools must provide safe, confidential systems for reporting concerns, empowering students to speak up without fear of retaliation.

LEADING FOR A SAFER FUTURE

The responsibility for tackling school violence cannot rest solely on the shoulders of teachers or leaders. It is a shared duty; one that involves families, communities, and policymakers. However, leadership within schools plays a pivotal role in shaping the culture and creating a climate for learning. Effective leaders prioritise student wellbeing alongside academic achievement. They invest

in staff development, foster open communication, and create systems that support early intervention. As we look ahead, we must move beyond reactive measures and focus on prevention, education, and empowerment. Every child deserves to feel safe at school. Every teacher deserves to work in an environment free from disruption or fear. And every community has a role to play in making that vision a reality. ■

THERE ARE PROVEN STRATEGIES THAT CAN REDUCE VIOLENCE AND CREATE A CULTURE OF SAFETY, BASED ON RESPECT.

TEDDINGTON SCHOOL: A CASE STUDY

At Teddington School, we are committed to creating a safe and inclusive environment for all our students centred around our three core values ‘Inclusion, Opportunity and Excellence’. During my first few years as Head, we took deliberate steps to directly address violence and disengagement particularly at social and communal times. Our approach began with clear expectations: violence will not be tolerated, and consequences will follow. This clarity, combined with a restorative ethos and the willingness to adapt to meet individual needs, made a noticeable impact within the first year.

Since then, we have worked to understand and address the complex barriers faced by our most vulnerable students. This has involved forming alternative curriculums and developing bespoke support plans tailored to individual needs. It is a shared responsibility with support staff, teachers, families, and external agencies all collaborating in an attempt to re-engage students, sometimes through alternative pathways better suited to their learning needs at that point in time.

PARTNERSHIPS

Outwardly, we also prioritise student well-being through strong partnerships with local agencies, including mental health professionals, one-to-one counsellors, the youth service and the Metropolitan Police’s school’s engagement team. Our staff receive regular training in contextual safeguarding and are continually encouraged to create an inclusive classroom which welcomes all learners regardless of background or ability.

For the wider student body, one

of the most impactful initiatives we have embraced is the Charlie’s Promise campaign. Founded in memory of 17-year-old Charlie Cosser, who tragically lost his life to knife violence in 2023, the programme brings his story into schools across the UK. When Charlie’s father, Martin Cosser, visited our school, the impact on our students was profound. His message, that carrying a knife does not protect you, but puts everyone at risk, made students stop and think.

PAUL GRILLS is Headteacher of Teddington School in London Borough of Richmond.

HOW FLASHACADEMY ® IS EQUIPPING THE OAKS ACADEMY TO SUPPORT EVERY EAL LEARNER

The Oaks Academy is a thriving oversubscribed secondary school in Crewe where EAL learners make up around 40% of pupils. In September 2020 the school joined The Learning Partnership (formerly The Learning Alliance) and in April 2024 –for the first time in its history – the school was graded ‘Good’ by Ofsted. To support its growing EAL intake the school adopted FlashAcademy® to deliver structured, trackable English language support.

ESTABLISHING A CLEAR BASELINE FOR EAL SUPPORT

When Louise Ellmans took on the role of EAL Lead, she was tasked with building a stronger, more structured programme for learners with English as an additional language. “To ensure EAL students had access to the same ambitious learning experience as everyone else, I needed to make sure the data we had on their proficiency was accurate and up to date,” she explains. The school had already invested in FlashAcademy®, and Louise led its rollout by enrolling and assessing every EAL learner within the first half term. “We rolled out the digital assessment across the whole cohort — and for the first time, we could clearly see where each student was across listening, speaking, reading and writing.” This insight gave Louise the foundation to plan targeted support. “It was the missing piece,” she says. Since September 2023, 520 assessments have been completed — forming the basis of the school’s EAL strategy.

STRUCTURED INTERVENTION AND SUBJECT-SPECIFIC VOCABULARY

Setup and lesson management have been straightforward, thanks to FlashAcademy®’s

integration with the school’s MIS — first SIMS and now Arbor. As well as being used as an assessment tool, FlashAcademy® is a key part of the intervention timetable at The Oaks Academy. Learners working at Bands A to C complete regular lessons set by the teacher, tailored to their level of ability. “We aim for 90% success as standard,” explains Louise. “If students don’t reach that, they repeat the lesson. For more difficult tasks, we lower the target slightly to 75–80%, depending on the student.” Since October 2023, pupils have completed 7,217 lessons — 339 of those in the past three months. The majority of lessons (225) have focused on English language, but students also access subject-specific content to prepare for GCSE study, including biology (25 lessons), economics (20) and chemistry (9). Progress is monitored by the EAL teacher, with FlashAcademy® used to reinforce language development and improve access to curriculum content.

CONFIDENCE, CONSISTENCY AND TRUST-WIDE VISIBILITY

FlashAcademy® has transformed how The Oaks Academy supports its EAL learners — giving staff reliable data and giving pupils the tools to thrive. Learners look forward to intervention sessions, enjoy tracking their results and often revisit lessons to improve their scores. “They are able to work at their own pace through the lessons, and the boys in particular enjoy making the 90% a competition between them,” says Louise. Printable class-based resources are used to consolidate learning, but students prefer the digital platform. “They enjoy seeing their results,” she adds. “Because they’re assessed across four areas, there’s usually some element of

progress to recognise — even if they haven’t moved up a full band.” All assessment data is saved in FlashAcademy®. “I have to regularly report to the Trust and governors, so for me FlashAcademy® is a great tool to show progress — and the fact that students really enjoy it is fantastic for them!”

HELPING SCHOOLS AND TRUSTS DELIVER MEASURABLE EAL PROGRESS

FlashAcademy® helps schools and Trusts accelerate English language acquisition and deliver consistent EAL provision while reducing teacher workload. The newly launched AI-assisted marking feature saves 150 hours of teacher time each year, while real-time tracking supports effective planning and intervention. The platform includes a teacher dashboard for assessment and progress monitoring, alongside a learning app with curriculum-aligned lessons. With 48 home languages, MIS integration, regular webinars for teachers and printable resources, FlashAcademy® supports measurable EAL outcomes across diverse classrooms and settings. ■

TOXIC MASCULINITY

A DEFINING ISSUE IN CONTEMPORARY EDUCATION

Irfan Latif explores the role of schools in addressing the challenges of toxic masculinity and explains how he believes education can help students to develop a more balanced and positive understanding of what it means to be a man in the 21st century.

Toxic masculinity has become a defining issue in contemporary education, posing significant challenges for schools striving to nurture well-rounded, empathetic and confident young men. The rise of online influencers like Andrew Tate, who promote hyper-masculine, misogynistic and often damaging views, has exacerbated this challenge. Their messages, amplified by social media, can easily shape young minds, leading to a distorted perception of what it means to be a man in the 21st century. Schools have a unique opportunity and a responsibility to counter these narratives by fostering positive masculinity By equipping boys with emotional

intelligence, resilience and respect for others, we can ensure that they grow into men who contribute positively to society.

RESPECT, HONOUR AND SERVICE

At the Royal Hospital School (RHS), we have taken a proactive approach to this issue, embedding values of respect, honour and service into our curriculum, co-curricular activities and pastoral support systems. Schools must recognise that dismissing or condemning harmful influences outright is unlikely to be effective. Instead, we need to engage in open, non-judgemental conversations

with pupils. Avoiding the topic allows misinformation to flourish. We must accept that many pupils are already engaging with this content online and create safe spaces for discussion. Teaching pupils to question the credibility of online influencers and analyse their messages critically is crucial. This can be embedded within Personal, Social, Health and Economic education (PSHE) and digital literacy programmes. Schools must also challenge harmful stereotypes and provide diverse male role models who embody strength through compassion, integrity and emotional intelligence.

The urgency of this work is brought into stark focus by recent cultural depictions such as the disturbing Netflix drama Adolescence, which follows the story of a teenage boy radicalised by online misogynistic communities. Isolated and immersed in a toxic digital echo chamber, he ultimately commits an unthinkable act of violence against a female classmate. Although fictional, the narrative is chillingly plausible and a reminder of the real-world consequences when young men are drawn into extremist ideologies rooted in hatred, control and emotional repression. Dramas like Adolescence serve as cautionary tales, underlining the need for schools to intervene early with empathy, education and open dialogue.

DIGITAL LITERACY

At RHS, our PSHE curriculum has been carefully structured to ensure that pupils are given the tools to deconstruct harmful stereotypes and critically evaluate the media they consume. These lessons are interactive and discussion-based, allowing boys and girls to express their thoughts and challenge one another in a constructive environment. We also hold regular digital literacy workshops that help pupils navigate the complex online world and recognise the dangers of misinformation.

Our focus is not just on warning students about the risks of toxic influencers but on empowering them to make informed, independent choices about their beliefs and behaviours.

real-life figures like Malala Yousafzai’s father, Ziauddin Yousafzai, can offer alternative perspectives on male strength.

BROADER SPECTRUM

We actively promote this broader spectrum of male role models at RHS. Our guest speaker programme invites men from diverse backgrounds who challenge outdated stereotypes – artists, humanitarians, scientists, mental health advocates and entrepreneurs – to share their journeys with pupils. This exposes boys to multiple ways of expressing strength, success and leadership. Our drama and music programmes are also central to this effort, ensuring that boys who wish to pursue creative fields are supported and celebrated just as much as their peers in sport.

SCHOOLS MUST … CHALLENGE HARMFUL STEREOTYPES AND PROVIDE DIVERSE ROLE

MODELS

WHO EMBODY STRENGTH THROUGH COMPASSION, INTEGRITY AND EMOTIONAL INTELLIGENCE.

To combat toxic masculinity effectively, schools must actively promote an alternative vision of masculinity, one that embraces emotional expression, resilience and respect for others. For generations, masculinity has been narrowly defined by strength, stoicism and dominance. Although these traits can have their place, they should not be the only markers of manhood. Schools should celebrate a range of male identities, including those who excel in the arts, humanities and community service, not just in traditionally ‘masculine’ arenas like sport. Introducing pupils to male role models who exemplify kindness, emotional intelligence and cooperative leadership, alongside traditional achievements in business, politics, or sports, can help reshape perceptions. Literature, history and media studies provide valuable opportunities to challenge outdated portrayals of masculinity. Examining characters like Atticus Finch in To Kill a Mockingbird or

We have seen how these initiatives help challenge rigid definitions of masculinity and allow our pupils to find their own authentic sense of self. Encouraging boys to express emotions healthily is a key step in dismantling toxic masculinity. Structured emotional literacy programmes can teach boys to recognise and articulate their feelings. Restorative justice approaches to conflict resolution, which focus on understanding emotions and repairing relationships rather than punitive discipline, should be emphasised. Leadership and mentoring programmes that encourage older pupils to model emotional intelligence and healthy masculinity for younger peers can reinforce these values. Classroom interactions also play a crucial role in shaping attitudes about gender and power. Teachers should challenge sexist language and behaviours immediately and consistently. Mixed-gender discussions on issues like respect, relationships and consent should move beyond rule-setting to exploring deeper emotional and social dynamics.

SIR GARETH SOUTHGATE: THE IMPORTANCE OF POSITIVE MALE ROLE MODELS

In his recent Richard Dimbleby Lecture, the former England football manager, Sir Gareth Southgate, made a powerful case for the importance of positive male role models in shaping young boys’ values and aspirations. He expressed deep concern that too many boys today are absorbing unhealthy messages from gaming, pornography and social media influencers who promote a damaging version of masculinity. Southgate’s message resonated strongly with educators, reinforcing the idea that schools have a critical role to play in providing boys with guidance, mentorship and a broad spectrum of male role models who embody integrity, respect and emotional intelligence.

We share Southgate’s vision at RHS and recognise the profound impact that real-life role models can have on young men’s development. We are actively exposing our pupils to men who exemplify strength through compassion, selfdiscipline and responsibility. By surrounding boys with inspiring figures from sport, the arts, business and community leadership, we help them develop a more balanced and positive understanding of what it means to be a man in the 21st century.

Schools must examine unconscious biases in teaching methods, ensuring that boys are encouraged to engage in discussionbased subjects as much as girls are encouraged to pursue STEM fields.

At RHS, we integrate emotional literacy into our pupil leadership and mentoring programmes. Our prefects and Heads of House receive training in emotional intelligence, ensuring they lead not just with authority but with empathy and understanding. They act as role models for younger pupils, demonstrating that true leadership is rooted in respect, patience and self-awareness. Our pastoral care teams also offer one-on-one mentoring, providing boys with a safe space to discuss their struggles and receive guidance on navigating challenges in a healthy, constructive way.

A JOINT EFFORT

Addressing toxic masculinity cannot be the sole responsibility of schools; it requires a co-ordinated effort involving teachers, parents and society at large. At RHS, we have implemented a parental engagement programme that includes workshops, discussion panels and online resources to help families navigate these conversations. We recognise that what happens at home plays a crucial role in shaping boys’ identities and we

work closely with parents to ensure that they feel equipped to guide their sons through the pressures of modern masculinity. By fostering a partnership between home and school, we reinforce key messages and provide pupils with a consistent, supportive environment. A school’s impact extends beyond the classroom. To reshape narratives around masculinity, we must partner with external organisations that specialise in gender equality education and youth mentoring. Pupils should be encouraged to participate in community service projects that emphasise teamwork, empathy and responsibility.

Teachers and pastoral staff must also be equipped to recognise signs of toxic masculinity in pupils. Professional development on gender dynamics, unconscious bias and trauma-informed teaching is essential. Staff should be trained in de-escalation techniques that encourage reflection rather than confrontation. Safeguarding policies must account for gender-specific issues, including boys’ mental health concerns.

We look to develop partnerships with organisations that promote gender equality and positive masculinity. Our pupils participate in leadership programmes with external mentors who challenge them to think about masculinity in a broader, more inclusive way. We also encourage our pupils to take part in volunteering initiatives that promote co-operation and mutual respect, such as mentoring younger children, working on sustainability projects and participating in service-based trips abroad. These experiences help them develop a sense of purpose beyond themselves, reinforcing the idea that masculinity is not about dominance but about contribution to society.

EMPOWERING YOUNG MEN

The battle against toxic masculinity is not about rejecting masculinity itself but rather redefining it in a way that

empowers young men to be confident, kind and emotionally aware. Schools must rise to the challenge by fostering an environment where boys can explore identity without fear, where they can express vulnerability without stigma and where they can build relationships based on mutual respect rather than dominance. If we succeed, we will not only raise better men, but we will also create a more just, empathetic and balanced society for everyone. The responsibility is ours: to challenge harmful influences, educate for emotional intelligence and build a culture that celebrates positive masculinity in all its forms.

The stakes are high, but so too is the opportunity for lasting change. We recognise that addressing toxic masculinity is not a one-time initiative but an ongoing process. By embedding these values into every aspect of RHS life, we are working to shape young men who will go on to lead with honour, compassion and respect. The impact of this work will extend far beyond our school gates, influencing families, workplaces and communities for generations to come. ■

IRFAN LATIF was appointed the 12th Headmaster of the Royal Hospital School in 2024. Prior to this, he served as Principal of DLD College London, Headmaster of Sexey’s School, and Deputy Head (Academic) at Bedford School. This article was first published in the Spring edition of Independent School Management Plus.

NAVIGATING THE LINE

SOCIAL MEDIA, DISCRIMINATION AND FAIR

DISMISSALS IN SCHOOLS

Louise Brenlund considers the impact of a recent Court of Appeal judgement on a school employer’s ability to dismiss a staff member for expressing views on social media which did not align with the values of the school itself.

In a recent highly anticipated and significant ruling, the Court of Appeal in Kristie Higgs v Farmor’s School (2025) EWCA CIV 109 has clarified the position on expressing views on social media and provided guidance on how the law protects religious or philosophical beliefs.

This decision has far-reaching implications for employers, particularly in the education sector, where the boundaries between personal expression and professional conduct outside of work may become blurred. For senior leaders and school employers, understanding this case and its legal ramifications is essential in navigating the complex relationship between social media activity and employment law.

SUMMARY OF THE CASE: HIGGS V FARMOR’S SCHOOL

Ms Kristie Higgs, a Christian, was employed by Farmor’s School as a pastoral administrator and work experience manager. Ms Higgs created and reposted Facebook posts in which views were expressed about gender identity and same-sex relationships being taught to school pupils. Following a complaint from a parent that Ms Higgs had expressed ‘homophobic and prejudicial views’, the school investigated, suspended and ultimately dismissed her for gross misconduct in January 2019. Ms Higgs appealed her dismissal but was unsuccessful. Even though there was no evidence that Ms Higgs had ever expressed views about gender fluidity or same-sex marriage to pupils or staff at her school, or that she treated pupils or staff differently, it was concluded that there was a potential risk to the school’s reputation.

Ms Higgs issued a claim in the Employment Tribunal (ET) for harassment and direct discrimination. She claimed that her dismissal was discriminatory on grounds of her religious belief, both lack of belief that someone could change their biological sex, and a belief that marriage is an institution between a man and woman. The ET dismissed her claims, finding she was dismissed because of the way she expressed her views, which could have caused reputational damage and that this was a proportionate response.

She appealed this to the Employment Appeal Tribunal. It allowed her appeal and remitted the case to the ET to determine whether the school’s actions were objectively justified. The case eventually reached the Court of Appeal (COA), which found in favour of the Claimant (Ms Higgs). It held that the decision to dismiss was not proportionate and the Claimant was unlawfully discriminated against on the grounds of religion and belief.

The COA emphasised that the Facebook posts used intemperate language but were a ‘long way’ from directly attacking the LGBT community. It acknowledged that the school was entitled to object to the posts; however, dismissal was not the most appropriate response in all of the circumstances. Further, there was no possibility that readers of these posts would believe that her views represented those of the school and, even if parents had read them and thought it made her unfit to do her job, the school could have issued a statement. There was no suggestion Ms Higgs was unfit to do her job; she had worked there for six years with no complaints, her beliefs had not impacted on pupils and were not expressed at work.

KEY CONSIDERATIONS FOR EMPLOYERS

Until this point there have been mixed findings on the impact of social media conduct that happens outside work and employment. Historically, employers have relied on reputational risk, as was the case here.

The COA has made clear that the bar is now high when considering reputational risk, finding that the posts were not ‘grossly or gratuitously offensive’ and that many posts were re-posts and there was no evidence of reputational damage.

The case is also a helpful reminder that disciplining employees for gross misconduct is not straightforward, particularly if the conduct complained of embodies any form of qualifying ‘belief’ under the Equality Act 2010. Careful thought should be applied to ensure that any dismissal can be justified in all the circumstances.

THE IMPORTANCE OF CLEAR AND PROPORTIONATE SOCIAL MEDIA POLICIES

Trusts and Schools should ensure that their policies are clear, well-communicated and proportionate. The policy should specifically address the nature of acceptable conduct on social media, particularly when an employee’s conduct could reflect on the reputation of the school(s) or Trust.

WHEN IS IT FAIR TO DISMISS FOR SOCIAL MEDIA POSTS?

There are circumstances in which dismissals related to social media activity may be justified. Schools should consider the following factors:

• Impact on the school: Does the post affect the working environment? Is there evidence to support harm to the school’s reputation, or damage to relationships with students, staff, or parents? If so, a dismissal may be justified.

• Nature of the posts: Are the posts discriminatory or otherwise unlawful? Posts that breach antidiscrimination laws or the school’s own policies may justify disciplinary action.

• Consistency of enforcement: Is the policy applied consistently? If other staff have been treated differently for similar conduct, the dismissal may be seen as unfair.

• Employee’s role: The level of responsibility the employee holds is important. Teachers, especially those in leadership positions, may be held to a higher standard due to their influence on students.

THE BAR IS NOW HIGH WHEN CONSIDERING REPUTATIONAL RISK...

When drafting or reviewing social media policies, you should:

• Clearly define what constitutes unacceptable behaviour, including offensive or discriminatory remarks.

• Specify the potential consequences of breaching the policy, including the possibility of dismissal.

• Consider whether the policy applies to personal social media activity, particularly outside working hours.

A vague or overly broad social media policy can lead to legal challenges, especially if the employee’s actions are not clearly prohibited or if the policy was inconsistently enforced.

DISCRIMINATION AND PROTECTED CHARACTERISTICS

Discrimination law protects employees from unfair treatment based on nine protected characteristics, including gender reassignment. Trusts and schools must be cautious when dealing with social media posts that touch on issues of gender identity, as well as other

protected characteristics. Employers should be mindful that an employee’s right to express their views on sensitive issues should not automatically be dismissed as discriminatory. Instead, employers should assess the context and the impact of the views expressed, including whether they harm or undermine the trust in the school’s inclusive and respectful culture.

FAIRNESS IN THE DISMISSAL PROCESS

For a dismissal to be fair, employers must have a fair reason for dismissal and follow a fair procedure. This includes:

• Investigation: Ensuring that a thorough and impartial investigation is conducted before taking any disciplinary action.

• Consideration of the impact: Assessing whether the social media posts affect the work environment or the school’s reputation.

• Proportionality: Considering whether dismissal is a proportionate response, particularly when other disciplinary measures (such as a warning or training) might be more appropriate.

• Right of appeal: Ensuring that employees have an opportunity to appeal any decision made about their conduct.

In Higgs v Farmor’s, the COA found that the dismissal was not proportionate given the lack of evidence of reputational risk as well as Ms Higgs’ previous good conduct. Employers should always consider whether dismissal is the most appropriate sanction in all of the circumstances, especially when less severe measures could address the issue without resorting to termination.

KEY TAKEAWAYS

This case offers important lessons for Trusts and schools when it comes to managing social media conduct. Although employers have a responsibility

‘ALTHOUGH EMPOYERS HAVE A RESPONSIBILITY TO MAINTAIN A PROFESSIONAL, NON-DISCRIMINATORY WORKPLACE, THEY MUST ALSO RESPECT EMPLOYEES’ RIGHTS OF EXPRESSION, EVEN IF CONTROVERSIAL OR UNPOPULAR.

to maintain a professional, non-discriminatory workplace, they must also respect employees’ rights of expression, even if controversial or unpopular.

Trusts and schools must carefully balance these interests and ensure that their social media policies are clear, fair and consistently enforced. Furthermore, any disciplinary action, including dismissal, must be necessary and proportionate, and employers must be mindful of the legal protections around discrimination.

Ultimately, this case serves as a reminder that employers should approach social media issues with caution, ensuring that any decisions are legally sound and justified in context. ■

LOUISE BRENLUND is a Partner and Head of Employment at Warners Solicitors. Should you find yourself in the unenviable situation where you are grappling with a concern of consequences for your school versus the right of an employee to manifest their beliefs, do get in touch; our team would be happy to help. Please contact Louise for an initial free-of-charge investigatory discussion.

T: 01732 375325 | E: l.brenlund@warners.law

WORKING WITH LOCAL AUTHORITY SUPPORT

WHAT MAT LEADERS CAN LEARN FROM FOOTBALL MANAGERS

Paul Claydon believes that MATs should look towards leading football managers for inspiration on how to manage and capitalise on their relationships with Local Authority partners.

Some executive leaders in MultiAcademy Trusts (MATs) may find their roles feel strikingly similar to managing a football team. You’re juggling leadership, strategy and culture-building while responding to unpredictable challenges and keeping your team performing at its best. In this high-stakes environment, external support isn’t a luxury – it’s part of the game plan. And for MATs, one of the most underused and undervalued sources of that support is the Local Authority (LA). It can be helpful to think of your LA not as a distant governing body but as a potential coaching bench – filled with assistant managers, performance analysts, and well-being specialists. These are

professionals who know the local context, have a long-term stake in community outcomes and can offer targeted supportif the relationship is managed well. As the 2024-25 football season draws to a close, it’s worth re-examining how MATs can build a winning partnership with their LA support, drawing lessons from the world of elite football management.

BUILDING THE CULTURE: SHARED VALUES AND LONG-TERM VISION

No successful football club does well without a strong culture – and neither does a MAT. Culture is more than slogans; it’s the shared beliefs and behaviours

that shape everything from staff development to pupil expectations. When working with LA support, culture alignment is key. The Education Endowment Foundation (EEF) has shown that interventions work best when they fit within a school’s existing ethos - not when they’re bolted on as one-size-fits-all solutions (EEF, 2020).

“Preparation is everything."

Pep Guardiola

LAs often share core values with MATs: inclusion, equity, and longterm community investment. The best partnerships begin with an honest conversation about vision and culture. A strong MAT doesn’t just tolerate external voices - it invites them to amplify its mission. Jurgen Klopp is attributed with saying that: “The important thing is what people think when you leave.” Your culture should be strong enough to integrate local expertise without being diluted by it; strong relationships with the LA can keep your organisation matchready for all seasons.

SELECTING THE STARTING XI: MATCHING NEEDS TO LOCAL EXPERTISE

to offer high-impact, targeted serviceswhether in safeguarding, SEND inclusion, behaviour support, or early intervention. Rather than duplicating internal provision, LA support should complement your in-house strengths. Carlo Ancelotti famously said: “Great teams must learn to lose without complaining.” That spirit of maturity applies to MATs too:

STRONG

underperforming schools or scaling a successful model, strategy matters. Effective MATs align their support strategy not just within their own structure, but across the wider local system. This is where LAs can offer real value. They bring a full-pitch view of regional trends, early years transition pipelines and vulnerable groups across boroughs. Working collaboratively allows for system-wide thinking, shared data, joint training, and aligned outcomes. As Pep Guardiola states: “Preparation is everything.” LAs can be key players in that preparation, helping you align school improvement plans to the local education landscape.

MAKING SUBSTITUTIONS: STAYING FLEXIBLE AND RESPONSIVE

Even the best game plans need adjusting. If something isn’t working - whether it’s a curriculum intervention or an outreach strategy - leaders need the confidence to change things. LAs are used to working across multiple contexts and can often

RELATIONSHIPS WITH THE LA CAN KEEP YOUR ORGANISATION MATCH- READY FOR ALL SEASONS.

respond faster to emerging needs than private sector providers. The best MAT-LA relationships are built on open dialogue and feedback. At BDSIP, we regularly revise support plans based on data, leader feedback and changing school circumstances. It echoes Luis Enrique’s philosophy: “You have to be flexible, adapt and always keep learning.”

HALF-TIME TALKS AND POSTMATCH REVIEWS: HONEST FEEDBACK AND MUTUAL ACCOUNTABILITY

Just as football managers conduct regular reviews, MATs must embed

LAs ARE EVOLVING. MANY ARE MODERN, AGILE, AND AMBITIOUS PARTNERS.

ongoing evaluation into their improvement plans. LAs – when engaged as partners, not just providers – can bring both challenge and support. They can offer an external lens on performance, facilitate peer networks and support MATs in evidencing impact. This is about more than compliance; it’s about collaboration. Transparent data-sharing, joint evaluations and shared accountability strengthen the partnership and lead to better outcomes for children.

an external lens on performance,

THE FANS AND THE WIDER COMMUNITY: BUILDING LOCAL TRUST

No football club thrives without its supporters. For MATs, that ‘fan base’ includes parents, governors, local politicians and the wider community. A visible, strategic partnership with the

LA can strengthen trust and improve communication across stakeholder groups. Rather than operating in isolation, MATs can seek to lead within the local system, not apart from it. Co-producing strategies with the LA and local partners builds legitimacy and ensure that school improvement is rooted in the community context.

A FINAL WORD FROM THE DUGOUT: STRATEGIC LEADERSHIP WITH A LOCAL LENS

Leading a MAT is a challenging and rewarding job - full of pressure, complexity, and public scrutiny. But no leader needs to go it alone. Like great football managers, the most successful MAT CEOs and executive heads know how to build strong teams - not just internally, but across systems. LAs are evolving. Many are modern, agile, and ambitious partners. By tapping into their expertise and treating them as co-leaders in your improvement journey, MATs can deliver more sustainable, locally grounded outcomes for the pupils they serve.

At BDSIP, we believe the future of school improvement lies not in siloed excellence, but in strategic partnership. And when those partnerships are built on shared vision, mutual respect, and a bit of tactical nous - everyone wins. ■

PAUL CLAYDON is

Deputy Chief Executive at BDSIP.

BDSIP is your not-for-profit education partner – owned by schools, for schools – whose purpose is to provide its customers with a trusted professional partnership that will empower school communities to realise the fullest opportunities for growth and success for all. bdsip.co.uk

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SECURING PARENTS’ TRUST SAFEGUARDING SCHOOL TRIPS

School trips are one of many areas of school life around which parents can have safeguarding concerns, often due to sensationalist media reports. Paul Banks suggests that securing parents’ trust through early and on-going communication is key to addressing such issues.

As educators, we know that school should be a safe place where children can focus on their learning, whether they are on site or off site. We also have a detailed understanding of the work that goes into creating a safe environment for our students at every level. However, in an age in which news can travel instantly and social media gives everybody a platform, parents now have unprecedented access to information – and a means to share their concerns –which makes proactive communication from schools even more important. This is particularly true for educational visits. Around two million children enjoy school trips every year, 40% of which are organised to engage hard to reach students. Although the benefits of educational visits are clear, an increasing number of parents are choosing to keep their children at home or send them to another class in school during visits. The cost-of-living crisis has a large part to play in parents’ ability to afford these trips, but anecdotal evidence suggests that concerns about their child’s safety also plays a role. As a result, children across the

UK are missing out on reinforcing classroom learning and making lifelong memories.

For those parents who can – and do –choose to allow their child to participate in an off-site visit, many will use real-time location tracking to monitor the student. Four in 10 people think it is acceptable for parents to track the location of their child using an app. Although the temptation is understandable, it is unnecessary for supervised school trips that are subject to stringent risk assessments. So, how can schools build parents’ trust and reassure them of their children’s safety when where information spreads so quickly and easily?

WHAT ARE THE CHALLENGES TO PARENT ENGAGEMENT?

Since the Covid-19 pandemic, the relationship between parents and schools – and the trust which parents routinely give to their child’s school – has changed in some cases. Some parents of children with special educational needs and disabilities are, understandably, more anxious about sending their children to school, and this has not been helped by a SEND system that is facing significant

financial challenges. Parental support for behaviour policies – which, of course, apply during school trips – has shifted. Schools are seeing more resistance to policies and less understanding of the role that parents play in modelling and encouraging appropriate behaviour from their children. So, for improved communication and collaboration between schools and parents is needed to overcome these challenges and build trust in teachers, especially within schools that may have historically had a more handsoff approach to parent engagement.

Cultural and language barriers, busy schedules and different communication styles can all play a role in communication breakdowns. A perceived power imbalance can leave parents feeling disempowered and disengaged, particularly if they feel that their child’s needs aren’t being met.

BUILDING PARENTS’ TRUST

The majority of parents (85%) want to play an active role in their child’s education, yet only 57% of parents feel listened to at a school level.

CHILDREN

ACROSS THE UK ARE MISSING OUT ON REINFORCING CLASSROOM LEARNING AND MAKING LIFELONG MEMORIES.

Creating an engaged school community starts with transparency, communication and creating opportunities for parents to support their child’s learning in and out of the classroom. Many of the barriers to parents’ involvement are the same as those facing educators - such as a limited available time - but ParentKind notes that parents are also not being asked to participate (28%) or are unsure of what they can offer (25%). This presents an opportunity to break down some of these barriers by simply reaching out with clear details of how parents can support schools. This is particularly true for school trips, which often need chaperones and volunteers to support the trip leader.

As a Trust, we are focused on building strong relationships across all of our schools and communication is crucial for this. Using all channels at our disposal like school websites, newsletters, social media, local and consumer media and live events, we can ensure that our parents are aware of schools’ individual commitments to safeguarding and that

they feel connected with the wider school community.

Offering communications support at a central level has been particularly useful for our schools that may not have the time or resources to manage this in-house effectively. For example, when small challenges arise that require careful and timely communication, we support our schools with internal and external communications. This goes a long way to reassuring parents and alleviating any concerns before they are escalated; feeling heard is the foundation for a trusting relationship.

BUILDING TRUST AHEAD OF SCHOOL TRIPS

To encourage parents to allow their children to take advantage of school trips successfully, it is essential to build their understanding of the educational value and safety of a school before the details are even shared with them.

Although we all know that the process of planning a school trip, especially a

residential visit, begins many months before parents receive information about it, they are less likely to understand the stringent measures that schools are required to meet to ensure student safety. It is easy to read about negative school leaders’ conduct, but these are exceedingly rare.

As with many other schools, our schools’ educational visit co-ordinators have rigorous processes for any planned visit. As a Trust, we have a code of conduct to which all school staff on trips must adhere that insists on the same high standards of supervision and safeguarding that we would expect from our colleagues if they were in school. By clearly communicating these processes and policies to parents, they can rest assured that their child will be in safe hands while they are away.

HOW CAN SCHOOLS COMMUNICATE WITH PARENTS BEFORE AND DURING A SCHOOL TRIP?

• Parent information sessions: hold in-person and virtual information sessions that give parents an opportunity to ask questions about planned trips and discuss any concerns that they have in advance.

• Access to risk assessments: offer parents the chance to review the comprehensive risk assessments that are developed for each and every visit. This means that they have a clear understanding of the ways in which their child’s school plans to ensure the safety of every student who participates in a visit.

• Encourage parent volunteering: give parents the chance to attend a visit. It can go a long way towards allaying concerns about how their child will manage on a trip and give them the ability to monitor their child’s safety inperson, rather than relying on updates from the trip leader.

• Highlight emergency procedures: schools should publish an emergency procedures document ahead of off-site visits so that parents understand what will happen in an emergency and who they need to liaise with in this instance.

• Agree personal care plans: spend time with parents of children with SEND or medical needs and provide assurances about how their child will be supported on a trip. Discussing and planning their child’s care is an important step to building these parents’ trust and encouraging them to agree to their child attending a visit.

• Use multiple channels for communication: email fatigue and overwhelming inboxes are familiar to many of us, and parents are no different. Sharing information via a wide range of channels and media before and during the trip means that they will have access to important information. However, schools should be wary of using public-facing channels, such as Facebook, to update parents during trips to ensure the safety of students. A post-event wrap up can be a useful way to highlight the benefits of a visit and encourage more parents to consider sending their child on a trip. However, if our schools use their social media channels to post pictures and/or updates of the trip as it is taking place, parents will be made aware of this in advance.

• Appoint ambassadors: use students and parents as ambassadors to highlight the benefits of educational visits and promote the safety aspect of a trip. Former parent volunteers can be encouraged to contribute to a blog post or newsletter for other parents to provide advice and reassurance as a trusted voice.

• Partner with a trusted provider:

A

STRONG PARENT-SCHOOL RELATIONSHIP BEGINS LONG BEFORE PERMISSION SLIPS ARE DISTRIBUTED.

many of our school trips are delivered in conjunction with trusted, accredited and regulated providers. Using an experienced organisation offers additional credibility and reassurance to parents. When we use a new provider, one of the trip leaders will visit to scope out the venue and ensure it meets our strict safety requirements. This can then be clearly relayed to parents.

• Be clear about expectations: our trust-wide behaviour policies apply both on site and off site and this is explicitly communicated to parents so that they are aware of the expectations

of their child and the consequences of inappropriate behaviour. Not only does this reassure parents but it means that they can support us in encouraging appropriate behaviour. It also enables them to work with us to build their child’s understanding of risk and how to mitigate this.

EMPOWERING PARENTS

Being open about what an educational visit entails helps parents feel empowered to make informed decisions and, ultimately, removes the risk that they will fill their gaps in knowledge with sensationalised news stories. As a result, they will be more likely to allow their children to benefit from visits that will enhance their education and improve their well-being. Remember: a strong parent-school relationship begins long before permission slips are distributed. ■

PAUL BANKS is CEO, Chelmsford Learning Partnership.

ASK THE RECRUITER HOW TO RUN A SUCCESSFUL INTERVIEW DAY

Recruiting the right staff is one of the most crucial tasks for any school or trust leadership team. An interview day offers a holistic view of a candidate's skills, character, and potential fit within your community. For this edition of our ‘Ask the Recruiter’ feature, Hayley Mintern shares some top tips and advice for running a successful interview day.

When thoughtfully planned and executed, an interview day can be hugely successful; it helps schools make well-rounded, confident hiring decisions, while giving candidates a genuine feel for the school culture.

We have seen many that haven’t gone well - normally due to a lack of thought and rushed communications with candidates. It is important to remember that many candidates are already in jobs, so they’ll need appropriate time to prepare for tasks.

WHERE TO START

Firstly, it is important to consider the type of role you are hiring for; teaching and support roles require different styles of assessments.

Secondly, identify the essential and desirable skills, qualities and experience you’re looking for in the role, and be clear what you need the successful person to bring to your school. It is essential to identify these first so you can consider how best to assess for them.

Thirdly, it is key to remember when hiring that you aren’t just hiring for today, but for the future; ensure you really think about the qualities and skills needed to future-proof the role for which you’re hiring.

DESIGN A FULL DAY PROGRAMME

Remember, recruitment is a two-way process and a wellorganised assessment day that recognises this reflects well on the professionalism and ethos of your school. A good, well-structured assessment day typically includes:

• A welcome briefing

• Teaching observation (for teaching roles)

• A formal interview (this should follow a panel model)

• A group task or discussion

• A written task (eg lesson planning or safeguarding scenario)

• A tour of the school with opportunities to meet staff and students.

Ensure candidates are briefed about the structure of the school and the expectations of the role; this should be communicated well in advance, not the night before an interview. All candidates need to be able to prepare in advance, and more preparation time particularly assists neurodiverse and disabled candidates to perform at their best.

USE A STRUCTURED INTERVIEW FORMAT FOR CONSISTENCY

Structure interviews around your core school values and competencies and create a scoring system that aligns to the job specification; this allows for fair, transparent comparisons across candidates. Criteria may include:

• Teaching effectiveness

• Communication skills

• Leadership potential

• Cultural fit

Remember that everyone involved in the interview process will have a slightly different opinion, and there is no one candidate who would be perfect; everyone has strengths and weakness but that is okay as we are all human! You are looking for the best fit for the team; someone who will add value and develop along the way.

GET YOUR QUESTIONING RIGHT

When well executed, candidate assessment goes beyond the traditional interview to assess real-world competencies in a school setting; so, ask the right questions. It is all about preparation; making sure you have eight to 10 questions that will explore previous experiences, leadership and what the candidate brings to the table. Make sure every member of the panel has at least one question to ask.

GROUP TASKS AND OBSERVATIONAL ACTIVITIES

Use a group discussion or collaborative task to assess interpersonal skills, initiative, and leadership potential. Group tasks enable you to see how an individual works in a different environment. One of our favourite tasks is to ask candidates for senior roles to chair a senior leadership meeting with the agenda of improving the educational offering for the most disadvantaged students.

IT IS KEY TO REMEMBER WHEN HIRING THAT YOU AREN’T JUST HIRING FOR TODAY.

WRITTEN TASK OR IN-TRAY EXERCISE

For some roles, it can be helpful to include a short-written task to evaluate clarity of thought, professionalism, and written communication. The task should be relevant to the role and no longer than 30 minutes as part of the process. We have found that asking business manager candidates to draft a communication to a Head relating to a health and safety issue within the school works well.

GET THE RIGHT PEOPLE IN THE ROOM

Having the right people in the recruitment process is essential to ensure that you get a true reflection of the school community.

The panel should ideally be between three and five people, all with a slightly different lens so you gain a number of different perspectives. A mixed panel could include trust leaders, senior school leader and pupils. However, don’t make it too big - too many panel members can make decision-making more difficult and questioning can become aimless.

It is important to use other members of staff not on the interview panel for elements of the day such as the tour, or the in-tray exercise, as often these allow for more natural conversation and consequently can be a great

SAMPLE QUESTIONS: TEACHING ROLES

• Can you describe a lesson you’re particularly proud of? What made it successful?

• Tell us about a time you dealt with challenging behaviour. What was the outcome?

• Describe your leadership style in more detail

• What are the key principles of safeguarding in a school?

• Describe a time you worked effectively as part of a team?

• How would you contribute to the wider school community?

way of understanding more about the personality of the individual candidates. It is as much about you getting to know the candidate, as it is about the candidate getting to know you and the school.

Consider involving the school community and organising pupil panels or school tours led by pupils. This gives candidates insight into your school and allows students to give valuable feedback. They are often the most honest of all the sessions!

FOR ACADEMIC ROLES

Including a teaching session and lesson observations are essential for academic roles. We would normally ask each candidate to deliver a lesson (usually 20–30 minutes) appropriate to the age and subject level. Ensure they receive the necessary context and resources ahead of time. You should be looking for:

• Subject knowledge and clarity of instruction

• Engagement strategies

• Behaviour management

• Adaptability and responsiveness

Recruiting new members of your team is a big investment, so make sure you invest time into the process to ensure you’re getting the best out of the candidates. And ultimately, when it comes to making offers, if you put in the time you’ll be confident that the successful candidates are the right investment for the future of your school and your pupils. ■

HAYLEY MINTERN is Partner and Schools Lead at Anderson Quigley. If you’d like to discuss any of the points made above, pose questions or if you require support with your staff recruitment, you can contact Hayley by emailing Hayley.mintern@andersonquigley.com.

GOOD NUTRITION AND LIFE-LONG HEALTH

A LESSON CHILDREN CANNOT AFFORD TO SKIP

Rachel Sipaul explores why it is so important for schools to teach students about nutrition and healthy eating, and considers some of the key initiatives currently underway.

“You are what you eat”, there is nothing closer to the truth when we talk about children and their food choices. Not only does good nutrition fuel their physical growth, it also plays an essential role in their mental wellbeing, which can have a lasting impact well into adulthood. schools are ideal places to teach children to have a positive relationship with healthy, sustainable food and provide a life lesson no-one can afford to skip.

A CRITICAL TIME FOR DEVELOPMENT

We know a healthy diet for children is essential during this critical time for development and growth. A wellbalanced diet provides children with the energy to keep active, nutrients for growth and prevents diet-related illnesses1. Keeping active and eating a balanced diet will also help maintain a

healthy body weight. In addition, the benefits of eating well on a school day are well recognised, enabling children to concentrate, participate and learn2. One of the consequences of getting this wrong is the current childhood obesity crisis. Recent data from the Health Survey for England (2024) reports that amongst children aged two to 15 years nearly one third are overweight (27%) and 15% obese3 . This has serious impacts not only in the short termfor example increased risk of Type 2 diabetes, dyslipidaemia, asthma and mental health concerns - but also for the longer term, as children who are overweight or obese, are more likely to be overweight, with the associated adverse health risks, in adulthood4-5 .

LEARNING THE BENEFITS

Fortunately, it is well recognised that schools are ideal settings to engage children on the benefits of health and good nutrition. In England, teaching cooking and nutrition forms part of the design and technology national curriculum for Key Stages 1-36. Food education similarly falls within the national curriculum for Wales, Scotland and Northern Ireland. By the end of Key

Stage 3, students should know how to cook a variety of dishes ‘so that they are able to feed themselves and others a healthy and varied diet’.

A core component of this teaching is the Eatwell Guide, a tool updated in 2016 to reflect the UK government’s dietary recommendations and healthy eating model7. It is a visual representation of the components of food that we should eat daily, with the different food groups and portion sizes explained. In short, it summarises a well-balanced dietary intake in the form of animal and/or plant-based protein, wholemeal carbohydrates, dairy products and healthy fats, while limiting excessive saturated fats and foods/drinks high in sugar and salt. To encourage learning, there is a variety of fun, interactive lesson plans and multi-media resources in the guide.

WHOLE-SCHOOL APPROACH

Alongside the core curriculum, children also learn from a whole school approach and behaviours modelled across the

TEACHING

NUTRITION:

KEY LEARNING OUTCOMES

• Understand and apply the principles of a healthy and varied diet.

• Prepare and cook a variety of dishes.

• Understand ingredients’ seasonality.

• Know where and how a variety of ingredients are grown and processed.

school day. For example, school catering plays an important role in educating about nutritious food, offering a variety of flavours and meal choices, all underpinned by the guidelines set in the School Food Standards8: “Eating in school should be a pleasurable experience. The school food standards are designed to help children develop healthy eating habits and ensure that they have the energy and nutrition they need to get the most from their whole school day. It’s important to cook food that looks good and tastes delicious.”

In addition, some schools have their own gardens where they grow fruit and vegetables to bring alive the teaching in the classroom. And not to forget, we learn so much from who we eat with: sitting down and eating a meal together and learning from the variety of foods others eat and joining in. A whole-school approach, involving children, teachers, parents and governors, reinforces the school's commitment to the health and well-being of a school's students and its wider community9

Recent evidence also supports this school-based approach; a review looked at the effectiveness of 16 different education intervention programmes designed to increase fruit and vegetable consumption in 5-12 year olds10. Results showed that many of these programmes were successful and achieved a significant

increase in the amount and variety of fruits and vegetables consumed. Underpinning this success were programmes that include sustainable and active components such as gardening, tasting fruit and vegetables and cooking activities.

‘EAT THEM TO DEFEAT THEM’

Supporting local school initiatives, there are also interventions organised on a regional or national level. In the UK, a successful national school-based campaign is the ‘Eat Them to Defeat Them’ programme11. This is a multimedia campaign designed to encourage children to eat more vegetables, by ‘defeating’ (eating) them. Launched in 2017, it is now running in over 5,000

schools and has educated over 1.3 million school children. Their evaluations have shown that this perceived dull message of ‘eat more vegetables’, taught with a fun, child-centred approach, has had a positive effect by increasing vegetable consumption at lunch time, in and outside of the school.

In addition, food and nutrition also can form a part of teaching on sustainability and the ethics of caring for our environment. Helping children understand about the impact food production has on the environment is important and enables them to appreciate that their food choices do matter. There are many initiatives such ‘Meat-Free-Mondays’, removing singleuse plastics and reducing food waste, which encourage children to have a more positive relationship with food.

ESSENTIAL LESSON

Educating children on the benefits of a healthy and sustainable diet has never been so important. Fortunately, there are many programmes ranging from core curriculum to local and national initiatives that can help schools provide this essential lesson, promoting the health and wellbeing of all children. ■

References:

1. Health benefits of eating well | NHS inform. www.nhsinform.scot. Accessed 07.04.25 2. Superpowers of Free School Meals Evidence Pack update | Food Foundation. www.foodfoundation.org.uk. Accessed 07.04.25. 3. Health Survey for England, 2022 Part 2. Official statistics, National statistics. Accredited official statistics. Publication Date: 24 Sep 2024. 4. Sahoo, Krushnapriya1; Sahoo, Bishnupriya2; Choudhury, Ashok Kumar et al Childhood obesity: causes and consequences. Journal of Family Medicine and Primary Care 4(2): p 187-192, Apr–Jun 2015. DOI: 10.4103/2249-4863.154628. 5. M. Simmonds, A. Llewellyn, C. G. Owen et al Obesity Etiology. Predicting adult obesity from childhood obesity: a systematic review and meta-analysis. 23 December 2015. https://doi.org/10.1111/obr.12334 6. Food teaching in primary schools: knowledge and skills framework - GOV.UK. www.gov.uk/government. Accessed 07.04.25. 7. The Eatwell Guide - GOV.UK www. gov.uk/government. Accessed 07.04.25 8. School food standards: resources for schools - GOV.UK. www. gov.uk. Accessed 07.04.25 9. https://www.foodafactoflife.org.uk. Accessed 07.04.25. 10. Effectiveness of School-based Nutrition Education Programmes that Include Environmental Sustainability Components, on Fruit and Vegetable Consumption of 5-12 Year Old Children: A Systematic Review. Fay Karpouzis et al.2025 Mar 31:S1499-4046(25) J Nutr Educ Behav. 00048-X.PMID: 40162938. DOI: 10.1016/j.jneb.2025.02.008 11. HomeEat Them To Defeat Them. Accessed 07.04.25

RACHEL SIPAUL is a dietitian working with apetito.

MUTUAL BENEFIT CROSS-SECTOR SCHOOL PARTNERSHIPS

In this article, Christina Astin shares what the best cross-sector school partnerships are doing, the needs they are successfully meeting and how they are making a difference to the young people in their communities.

If I told you of a programme that can help make resources stretch further, retain teachers, support SEND students and improve well-being, social capital and character development - as well as boosting exam grades and even address attendance - you’d probably dismiss it as wishful thinking! And, if you’re wondering whether this programme involves AI wizardry, trendy pedagogy, a new curriculum, input from expensive educational gurus or some strange sorcery, it doesn’t!

It’s simply what we can gain from partnering with other schools.

...THERE

see more impact from such partnerships?

There are two answers. Firstly, relatively few schools engage in cross-sector partnerships, whether that’s because they are unaware of the opportunities, unconvinced of the benefits, concerned about the relevance, or anxious about spending time or money on partnering. Or, they may have initiated partnerships which have dwindled as resources become challenging or key staff move to new roles.

And, secondly, many existing – even successful - partnerships are not (yet) evaluated for impact.

ARE FAR MORE SIMILARITIES BETWEEN OUR SCHOOLS THAN DIFFERENCES.

HUGE IMPACT

All schools have strengths and gaps, and when we collaborate together, we all improve.

Perhaps your school partners with others in trusts, with your feeder schools, with schools from a different sector or with others in a teaching and learning hub. These collaborations can bring huge impact, with cross-sector partnerships bringing a special richness arising from the diversity of their settings. So why don’t we

“Partnerships: gain not drain” was the title of my address to independent school bursars at their conference last year. Effective partnerships are not a box-ticking exercise. They bring strategic advantage to your school, whichever sector.

WHAT CHARACTERISES THE MOST SUCCESSFUL PARTNERSHIPS?

Successful partnerships depend hugely on who the partners are and what the partnership aims to do. Some partnerships aim to bring teachers together to share training and resources; others enrich

students’ science capital through shared research projects or aim to develop their confidence through joint drama performances. Partnerships might involve sharing teaching expertise in shortage subjects, student-led peer mentoring or working together to support vulnerable children. They might exist between neighbouring schools locally or online with schools across the country or even overseas.

‘Successful’ partnerships – those that demonstrate a high benefit:cost ratioshare some common features:

• Alignment: the aims are intentionally aligned with the values or ethos of all the schools involved.

• Listening and planning: leaders listen to their counterparts in partner schools to build mutual understanding and trust.

• Pilot and scale: enduringly successful projects usually started small and have scaled up, guided by early focus group feedback and justified by careful ongoing impact evaluation.

• Management: a strong project manager is key - but so is supportive oversight from senior leaders, resulting in a combination of vision and pragmatism. A dedicated, named individual in each school is vital.

• Communication: awareness of the partnership benefits across all stakeholders helps cement and sustain relationships.

WHAT ARE THE NEEDS THAT PARTNERSHIPS ARE ADDRESSING?

Historically, many cross-sector partnerships arose from independent schools sharing facilities or teaching resources with their state school neighbours. This sort of collaboration, more akin to outreach, was encouraged by successive governments and remains important as part of the charitable status that many have.

However, true partnership recognises that although resources may be unequal, expertise is universal. The parity of esteem that the best partnerships have achieved leads to better outcomes and durability.

The perception of the paternalism of old persists. But with the unprecedented challenges now facing schools, it’s time to put those aside and look afresh at the opportunities partnerships afford our schools.

Many new partnerships have arisen through a personal contact or passion without really considering needs. But spending time in each other’s schools, listening and learning, allows us to capitalise on strengths and identify needs.

WHEN WE COLLABORATE TOGETHER WE ALL IMPROVE.

For example, one school might be wellplaced to advise on behaviour policy for another with growing class sizes. A school with confident young orators might introduce debating to their partner school. A cross-sector approach can enlighten policies on issues common to both, such as AI or phone use.

The best partnerships benefit all children and ultimately address disadvantage in its broadest sense, as demonstrated by John Smith in his chapter on partnerships in the book Tackling Poverty and Disadvantage in Schools by Sean Harris and Katrina Morley OBE.

WHAT DIFFERENCES ARE PARTNERSHIPS MAKING?

Impact evaluation is still an emergent area for even the best cross-sector partnerships. But we know that the outcomes for young people can be far-reaching.

Meeting a wider range of people outside the school gates can build confidence and grit, increase empathy, foster teamwork and much more.

At Astin Consulting we use this framework to help schools build partnerships and it underpins our Leading Partnerships programme. It applies equally to schools collaborating within Trusts or across sectors, and even between schools and employers, charities or universities.

In this increasingly fragile world, we need to equip our young people with the strength of character, resilience and kindness to find their way. It’s not enough to know facts; you need to discern fact from fiction; student voice tells us it’s not enough to instruct AI; you need to talk confidently with people.

Such ‘life skills’ are actually measurable. Schemes which are teacher-centred have an impact on professional development and well-being and, therefore, on recruitment and retention. Some schools have subject specialists that others might find harder to recruit and can offer training or teacher release.

If the aims of any collaboration are clear, it’s not difficult to measure the outcomes. It’s much more powerful to know how reading ages have increasedor swimming distances improved - than simply counting those involved or the hours of contact time. And anecdote and narrative are just as important to capture. Harder to measure, but highly significant, is the impact on perceptions. As Dame Alison Peacock, CEO of the Chartered College of Teaching, said

in her keynote speech at the inaugural conference of the School Partnerships Alliance: “There are far more similarities between our schools than differences.” When we build bridges together, the stereotypes simply dissipate. We are all educating all the students in our care. An example: I was supporting a school in a highly disadvantaged area of Kent. It was unable to carry out a particular GCSE required science practical because it lacked a piece of equipment. I enquired whether it had asked the independent school five minutes down the road for help? It hadn’t crossed anyone's mind. The technician received a warm welcome and loan – and the students benefitted hugely.

A FRAMEWORK FOR PARTNERSHIPS

These five key questions can help to frame a partnership strategy that can be embedded in school improvement plans: Why? Why do you want to form a partnership with another school? Is the motivation coming from something in your school development plan or mission statement? One girls’ school I worked with polled parents who said they wanted their girls to have more opportunities to learn beyond the school ‘bubble’ and mix with boys. Ask yourself: how can we demonstrate our values or fulfil our school

ethos without our students collaborating outside the school walls?

What? What are the needs that the partnership is going to address? If these are clearly identified from the outset, then outcomes will be easier to measure. All schools have strengths and gaps which can be shared or addressed. A degree of humility is required but also the willingness to look externally for solutions.

How? How do we build a programme of activities between our schools so that everybody feels included and respected? It’s time to replace the outdated model of cross-sector outreach and build cocreated partnerships based on parity of esteem and mutual trust.

So what? Many observers see crosssector partnerships as a nice-to-have, to justify charitable status. “So what?” they might ask. If we can measure the impact on our young people, then we can clearly see how it enhances the education we offer them.

What next? Monitoring the success of our collaborations enables us to steer them better in the future and ensure the impact is even greater. Knowing that we are making a difference can also help to sustain partnerships when their leaders move onto a different role, resources are constrained or questioned, or external factors bring pressure.

RESOURCES

Finally, a word about resources. Every school is working under unprecedented resource constraints, and the imposition of VAT on fees has resulted in all areas of school life being scrutinised in the independent sector, even though the funding per pupil in state schools is still, mostly, considerably less. Yet, as with any area of school spending – and a concept well known in the corporate world - if the outcomes are worth it then the expenditure of time or funds is justified.

As one Head put it to me recently: “Why wouldn’t we want our students to work alongside others outside the school to expand their soft skills? And why wouldn’t we want the strategic advantage our school gains by learning from others?”

We should all be asking to what extent can we prepare our young people for the uncertain world in which they will live and work while widening their horizons and diversifying their experiences when still in our care. ■

CHRISTINA ASTIN is Founder and Consultant at Astin Consulting.

E: christina@astinconsulting.com W: Astinconsulting.com

GENDER DEFINITION

THE KEY IMPLICATIONS OF THE SUPREME

COURT JUDGEMENT FOR TRUSTS AND

SCHOOLS

On 16 April 2025 the UK Supreme Court delivered a landmark judgement affirming that under the Equality Act 2010 the terms “woman” and “sex” refer strictly to biological sex. Louise Brenlund considers the potential implications for trusts and schools.

The Supreme Court’s position as expressed in its For Women Scotland Ltd v The Scottish Ministers (2025) UKSC contrasts significantly with the previous position suggested by the Equality and Human Rights Commission (EHRC). This stated that for the purposes of the Equality Act 2010 (EqA 2010), sex could be changed by a gender recognition certificate (GRC). GRCs were introduced by the Gender Recognition Act 2004 (GRA) but are only obtainable by people aged over 18. The Supreme Court went to great lengths to be clear that it was not deciding on a person’s right to decide which gender they choose to live in; the GRA is still relevant and important. The judgement confirms that, for the purposes of the EqA 2010, it would not be discriminatory on the grounds of sex to exclude trans people from single sex spaces of their assumed gender, provided that the decision to exclude is proportionate in the circumstances.

This decision has significant implications for the education sector in England and Wales, particularly concerning single-sex spaces and safeguarding, policies and procedures.

Following this judgement, a case has been brought against Scottish Borders Council by parents concerned that the new Earlston Primary School only had gender neutral facilities. The Council conceded they had a

legal obligation to provide both male and female facilities. Lady Ross of the Court of Session has stated that she will issue a declarator confirming that there is a duty on councils to ensure that state schools must provide single-sex toilets. This is likely to be the first of many cases in this area and is something that will need to be watched with particular care.

CASE SUMMARY

The For Women Scotland Ltd v The Scottish Ministers (2025) Case arose from the Scottish Government’s statutory guidance under the Gender Representation on Public Boards (Scotland) Act 2018, which defined “woman” to include individuals with a GRC recognising their gender as female. For Women Scotland Ltd challenged this definition, arguing that it conflicted with the EqA 2010 which they contended defines “woman” based on biological sex, ie only those born female and not those with a GRC.

The Supreme Court unanimously agreed, ruling that the EqA 2010's references to “woman” and “sex” are confined to biological characteristics at birth, not acquired gender status via a GRC. The Court emphasised that interpreting these terms otherwise would render the Act incoherent and unworkable, particularly in areas like single-sex services, pregnancy and maternity protections, and sexual orientation rights.

The ruling does not negate protections for transgender individuals but clarifies that such protections fall under the characteristic of “gender reassignment”, distinct from “sex” under the EqA 2010. Protection in this case applies regardless of whether a GRC is held. Trusts and schools should therefore remain careful and continue to treat trans people with respect and without discrimination or harassment.

KEY IMPLICATIONS FOR INDEPENDENT SCHOOLS

Single-sex spaces – The use of single-sex spaces in schools, such as toilets and changing rooms, may need re-evaluation.

Regulations for schools mean you already have a legal duty to provide sex-separated toilets for pupils aged eight or more, apart from increasingly common individual toilets in fully-enclosed rooms that can be secured from the inside. Schools must also provide suitable changing accommodation and showers for pupils who are aged 11 or more at the start of the school year and receive physical education.

Trusts and schools must ensure that policies regarding single-sex spaces – such as toilets, changing rooms, and dormitories – align with the EqA 2010’s definition of biological sex. The Supreme Court’s decision reinforces the legal basis for maintaining single-sex provisions, provided they are proportionate and justified by a legitimate aim, such as safeguarding.

Trusts and schools should review their policies to ensure they do not inadvertently permit access to single-sex spaces based on gender identity alone, as this could expose them to legal challenges.

Admissions and gender identity – Although there was initial concern about how wide an impact this decision might have, it will not impact on things such as admissions policies because the law has never enabled a person aged under 18 to change their sex.

Admissions policies should clearly state that enrolment in single-sex schools is determined by biological sex. Although schools may admit transgender students, they must ensure that such admissions do not conflict with the legal requirements for single-sex education.

THIS IS A RADICAL CHANGE FROM PREVIOUS GUIDANCE.

SUGGESTIONS FOR IMMEDIATE ACTION

• Policy Review and Update: Conduct a thorough review of all policies related to admissions, safeguarding, facilities, and employment to ensure they align with the Supreme Court's ruling.

• Staff Training: Provide training for staff on the legal distinctions between sex and gender reassignment; provide updates on dignity at work and anti-harassment and the implications for school policies and practices.

• Communication: Clearly communicate policies to students, parents, and staff to ensure understanding and compliance.

• Legal Consultation: Seek legal advice to navigate complex situations.

CURRICULUM AND EQUALITY TRAINING

Curriculum content and staff training should reflect the legal distinctions between sex and gender reassignment. Trusts and schools may also wish to strengthen specific provisions in anti-bullying policies to protect transgender and non-binary students, ensuring understanding of discriminatory behaviour. The court ruling also directly impacts policies regarding participation in gender-specific sports competitions of which you should be aware and undertake a review.

HUMAN RESOURCES AND EMPLOYMENT POLICIES

Employment policies should be updated to ensure compliance with the EqA 2010, recognising the distinction between sex and gender reassignment. This includes considerations in recruitment, staff facilities and dress codes. However, you may want to defer this review until further guidance is available (see below).

Trusts and schools must balance compliance with domestic equality law and EHRC obligations. This involves ensuring that policies are non-discriminatory and respect the rights of all students and staff, including transgender individuals, while adhering to the legal definitions established by the Supreme Court.

EHRC GUIDANCE

Following the Supreme Court judgement, the EHRC has issued interim guidance which states that it

is compulsory for employers to provide sufficient single-sex toilets, along with sufficient single-sex changing and washing facilities, based on biological sex. This means that trans women should not be allowed to use women’s facilities and trans men should not be allowed to use men’s. This is a radical change from previous guidance and is subject to judicial review; reports also suggest that the ruling will be appealed to the EHRC.

The guidance also states that pupils who identify as trans girls (biological boys) should not be permitted to use the girls’ toilets or changing facilities, and pupils who identify as trans boys (biological girls) should not be permitted to use the boys’ toilet or changing facilities. Suitable alternative provisions may be required.

This guidance is not statutory guidance, proposals for updates to the EHRC Code of Practice are now undergoing consultation. Although a timeline has not been given, it anticipated the Code may be updated by the summer (although this may be once school holidays have begun!).

The Government has committed to publishing revised guidance for schools this year on supporting trans pupils, with the equalities watchdog also reviewing its advice in the wake of this case and its ruling.

PRACTICAL STEPS FOR TRUSTS AND SCHOOLS

In practice the Supreme Court ruling means that if you already have single sex toilets or changing rooms, these must relate to biological sex. If you allow students to use single sex facilities that align with their chosen gender rather than their biological sex you could be sued by:

• students, staff and other people using them who object to sharing facilities with members of the opposite sex; and

• people of the opposite sex who also want to access the facilities.

Converting all of your toilets to gender neutral toilets doesn’t ameliorate those risks. Mixed sex facilities may indirectly discriminate against those women who need single sex facilities for their privacy, dignity and autonomy. You may also need to maintain separate sex facilities as part of your safeguarding responsibilities.

There is real uncertainty for schools on how to deal with these issues. One solution may be to provide only unisex facilities, but this would not accord with the EHRC’s interim guidance. Therefore, if not already available, schools may wish to consider whether they

THERE IS REAL UNCERTAINTY FOR SCHOOLS ON HOW TO DEAL WITH THESE ISSUES.

can make available a third space – which can be used by anyone, eg a unisex toilet alongside male and female toilets. This too may be criticised on the basis that it could “out” individuals, but it does nonetheless seem the most reasonable step to take in the interim – wherever possible.

It will also be important for schools to discuss residential trips and accommodation arrangements for trans pupils, who along with their parents, should be fully supported and involved in any decisions.

Trusts and schools should continue to support staff, pupils and others on a case-by-case basis, be sensitive, pragmatic, compassionate, open, caring and avoid taking prejudicial views, respecting and listening to all viewpoints. It remains crucial to foster an inclusive environment and remember that trans and non-binary pupils and staff are still protected under the EqA 2010. ■

LOUISE BRENLUND is a Partner and Head of Employment at Warners Solicitors.

BEYOND CHEAT CODES

RE-IMAGINING

EXAMS FOR THE AI GENERATION

James Newman believes that the advance of AI will upturn current assessment models and urges the Government and exam boards to find answers to the challenges presented as a mater of urgency.

AI’S

GROWING

ROLE IN EDUCATION

Generative models of AI are not just clever chatbots anymore; they are writing essays, solving complex mathematical problems, providing detailed feedback on student work and even creating personalised learning pathways that adapt in real time to each student’s unique strengths and weaknesses.

The challenges, however, are just as complex as the opportunities are exciting. We are grappling with ethical dilemmas that didn’t exist previously, practical implementation hurdles and pedagogical questions that strike at the very heart of what education should be in the 21st century. This is particularly relevant when it comes to how we assess our students.

There is a general obsession over the use of AI to cheat. However, should we really be asking the question: “Can AI help us

completely reimagine what exams should look like?”

AI’S OPPORTUNITIES IN ASSESSMENT

Personalised learning and adaptive testing

AI tools are getting very good at tailoring instruction. They watch how each student learns, notice patterns and adapt.

Intelligent tutoring systems don’t just deliver content, they provide real time support and feedback that helps students improve continually, transforming the entire assessment process from something that happens at the end to something that happens throughout the learning process.

The equity implications here are profound. Disadvantaged students can suddenly access personalised instruction and, with proper infrastructure investment, AI could genuinely help close attainment gaps that have persisted for generations.

Automated grading and assessment design

AI systems can provide instant feedback that’s perfectly aligned with detailed rubrics, dramatically reducing teacher workloads while increasing consistency across different markers. The efficiency that this provides allows educators to focus on what really matters, such as the deeper instructional work and mentoring.

AI doesn’t just assess; it can also create. Teachers can now generate diverse question banks quickly, developing assessments that move beyond rote memorisation and promote genuine conceptual understanding.

ACADEMIC INTEGRITY AND AI DETECTION

AI-assisted cheating

Students are able to use generative AI to write essays and solve complex problems. This fundamentally undermines authentic learning and puts enormous pressure on educators and institutions to respond effectively. The big issue here is how you respond to a threat that’s evolving faster than your ability to understand it.

Detection v generation

No tools can reliably detect AI-generated text. These detection systems can produce false positives, mis-labelling genuine human writing as AI-generated, while failing to catch increasingly sophisticated AI content that’s been refined through multiple versions and human editing.

We have entered a race where every improvement in cheating is met with upgrades in detection technology, which are then met with more sophisticated cheating methods, thus prompting more advanced detection tools - and so on and so forth in an endless cycle. This is completely unsustainable.

BIAS, FAIRNESS, AND DATA PRIVACY

Bias in AI assessments

AI systems can inherit biases from their training data, their creators and from the societies that produce the content they learn from. This could lead to unfair

grading, particularly affecting students from minority backgrounds or those for whom English isn’t their first language. The danger is that AI systems could mark down students whose writing styles don’t conform to cultural norms, or that flag authentic work as AI-generated simply because the student’s voice doesn’t match expected patterns. Such errors don’t just misjudge individual performance; they risk reinforcing and amplifying the structural inequalities that already affect our education system. If AI becomes central to assessment, it must be designed with transparency, accountability, and inclusivity as core principles.

Data privacy risks

AI systems need vast datasets to function effectively, often including highly sensitive student information. Among other things, they learn patterns, performance data and behavioural indicators. This creates huge privacy concerns around surveillance, potential data misuse, and compliance with laws such as GDPR. The more data AI systems need to deliver truly tailored learning experiences, the greater the risk of serious breaches or ethical issues.

POLICY AND INSTITUTIONAL RESPONSES

The Government is starting to set digital infrastructure standards for responsible

AI use in schools. Teachers are being encouraged to use AI for planning and marking but they are rightly reminded that ultimate accountability must remain in human hands.

Most exam boards and governing bodies have explicitly prohibited unacknowledged

AI use in student submissions. The emerging consensus seems to be that, although AI may legitimately support learning processes, assessments must still fundamentally reflect a student’s independent intellectual contribution.

RETHINKING WHAT WE ASSESS

Moving beyond “What you know”

AI can write essays, recall facts instantly, solve coding problems, format quotations perfectly and perform countless other tasks that traditional exams have measured for decades. This means assessments may have to shift toward skills that AI genuinely struggles to replicate. Skills such as critical thinking, genuine creativity that emerges from lived human experience, ethical reasoning grounded in empathy and moral understanding and the kind of synthesis that comes from truly comprehending complex ideas rather than just processing them.

Some educators argue that exams should stop rewarding work that AI can do effortlessly such as perfectly formatted bibliographies or regurgitated information, and instead focus intensively on how students engage with information. Students could be assessed on how they question information, how they apply it to novel situations and how they make connections that reveal genuine understanding.

Authentic and continuous assessment models

Future assessments may not look anything like today’s exams as they could resemble real professional challenges. Engineering students could collaborate with AI design tools to solve authentic infrastructure problems. Business students might navigate simulated market conditions with AI powered competitors. These won’t just be tests, they will be sophisticated simulations of the environments these students will actually work in.

AI can also dramatically enhance accessibility. Adaptive exams could adjust to individual student needs in real-time. Adaptations such as reading questions aloud for visually impaired students, translating content for nonnative speakers and providing multiple ways to demonstrate knowledge and understanding. The conversation around AI and exams must keep evolving.

Detection tools and monitoring software might offer temporary relief, but if we keep designing assessments that AI can easily complete, we will always be fighting a losing battle. Educational leaders need to ask different questions. What are we really trying to measure? Are we assessing memory or genuine understanding? Repetition or reasoning? Compliance or creativity?

Exams should focus on human strengths such as critical thinking that emerges from lived experience and ethical decision making. Perhaps most importantly, exams should focus on the ability to question, collaborate with, and meaningfully direct AI rather than simply compete against it.

Regardless of where the assessments end up, what is clear is that the status quo is not suitable for a rapidly evolving technological world. Examination boards and the Government need to re-think how they will face this challenge. ■

JAMES NEWMAN is the Headteacher of Epsom and Ewell High School, Epsom, Surrey, part of Bourne Education Trust.