Max Kurton

We’re looking for headteachers, trust leaders, governors, school improvement advisers and inspection specialists to contribute insights for an upcoming article explaining the state-funded school inspection toolkit that takes effect in England on 7 September 2026. The article will provide a plain-language walkthrough of the toolkit’s evaluation areas, evidence-gathering process and grading standards. It will explain how inspectors reach a “secure fit” judgement while addressing misconceptions about checklists, paperwork and inspection preparation. We’re particularly interested in practical insights that help leaders use the toolkit proportionately for self-evaluation and continuous improvement. Answer one or more of the following questions: 1) What is the biggest misconception school leaders have about the renewed Ofsted toolkit? 2) How would you explain the toolkit’s “secure fit” approach to grading in plain language? 3) What does the toolkit change about how leaders should approach school self-evaluation? 4) How can schools use the evaluation areas without turning them into a compliance checklist or creating unnecessary paperwork? 5) Which September 2026 clarification or update is most important for leaders to understand, and why? 6) How do inspectors test whether leaders’ descriptions of their school reflect pupils’ and staff members’ typical experiences? 7) What role should school context play when leaders explain their decisions, challenges and impact? 8) What is one proportionate action a leadership team should take before the September 2026 toolkit comes into use? Requirements: Name, role, organisation and website or LinkedIn link Direct experience of school leadership, governance, improvement or inspection in England Optional: anonymised inspection or self-evaluation examples Please clarify whether views are personal or given on behalf of an organisationNo confidential information from individual inspections What you get: Quote attribution, name and link attribution, and potential inclusion in a long-term school leadership contributor network.

We’re looking for headteachers, trust leaders, school HR professionals, school business leaders, education workforce specialists and pay consultants to contribute insights for an upcoming article on teacher pay scales for 2026–27. The article will examine the updated teacher pay ranges in England, including London weightings, the main and upper pay ranges, and leadership pay. It will help schools benchmark their offer and understand how pay decisions affect recruitment, retention and workforce budgets. We’re particularly interested in practical, experience-led insights from schools, trusts and UK education workforce specialists. Answer one or more of the following questions: 1) How should a school determine whether its teacher pay scales are genuinely competitive within its local recruitment market? 2) When can a school’s pay offer be technically compliant with national guidance but still fail to attract or retain teachers? 3 )How is the Government’s teacher pay increase for 2026–27 affecting staffing budgets, recruitment plans or workforce structures? 4) Which roles, subjects or career stages are most sensitive to differences in pay? 5) Outside basic salary, which elements of the employment offer make the greatest difference when schools cannot increase pay further? 6) What data should school and trust leaders use when benchmarking teacher and leadership pay? 7) What is one pay-related decision schools should review before recruiting for the 2026–27 academic year? Requirements: Name, role, organisation and website or LinkedIn link UK school-sector experience or relevant workforce expertise Optional: anonymised benchmarking data, budget examples or recruitment outcomes Please identify whether your experience relates to England, Wales or both What you get: Quote attribution, name and link attribution, and potential inclusion in a long-term education leadership contributor network.

We’re looking for headteachers, trust leaders, school HR professionals, education recruiters, teacher-workforce researchers and labour-market analysts to contribute insights for an upcoming data-led article on teacher vacancy trends. The article will examine where teacher demand remains concentrated by region, school phase and subject. It will also explore why falling vacancy or job-advert numbers do not necessarily mean that schools are fully staffed or that recruitment challenges have disappeared. We’re particularly interested in current, evidence-led insights from England. Clearly identified evidence from Wales is also welcome. Answer one or more of the following questions: 1) Which regions, phases or subjects are currently presenting the greatest teacher recruitment challenges? 2) Have the roles that are hardest to fill changed during the 2025–26 or 2026–27 recruitment cycles? 3) Why might teacher vacancy numbers or job advertisements fall while schools continue to experience staffing pressure? 4) How are pupil-number changes, school budgets and teacher retention affecting the number and type of vacancies being advertised? 5) Which staffing problems are least visible in headline vacancy figures—for example, temporary appointments, non-specialist teaching or unfilled leadership responsibilities? 6) What should leaders consider when comparing their local vacancy market with national figures? 7) Which vacancy measure provides the most useful picture of recruitment pressure, and which measures are commonly misunderstood? 8) What should a school do differently when recruiting in a high-pressure subject or local market? Requirements: Name, role, organisation and website or LinkedIn link UK school-workforce, recruitment or labour-market experience Optional: anonymised vacancy data, regional comparisons or subject-level examples Please state the location, phase, period and vacancy measure your observations cover What you get: Quote attribution, name and link attribution, and potential inclusion in a long-term education workforce contributor network.