Our insights
We are committed to ‘learning in the open’—sharing our insights openly and honestly, while actively inviting engagement and further exploration to drive collective progress towards a brighter future for all babies, children and young people.
Striving for impact
James reflects on what we can learn from two decades of place-based work in the U.S. through the StriveTogether network, interrogating both the promise and the pitfalls of collective impact—and why the next stage of educational reform will depend on leaders who can share responsibility while holding differentiated responsibility.
Making it real: Turning belonging and mattering into daily practice
Mohamed reflects on why mattering isn’t a soft idea but a moral necessity, and what it takes to make it real. Drawing on research and his recent reflections from the Confederation of School Trusts conference, he explores how belonging and mattering move from intention to action, and why this work sits at the heart of flourishing schools.
Building the workforce that children deserve
Schools see part of the picture. Social care sees another. Health sees another still. But the child—the elephant in the room—remains fragmented between them. As we launch the Centre for the Children’s Workforce, Managing Director, Ned Younger argues for a connected, community-rooted workforce built around the child, not the system.
Concrete jungle where dreams are made
Tamsin Frances, Executive Director at the Ted Wragg Trust, shares some personal reflections from a recent LeadingTrusts study visit to New York City—capturing the energy, optimism, and deep commitment we encountered in the schools and leaders we met along the way.
Mind the Gap: What TEP’s national pupil engagement report means for school and trust leaders
New national data reveals key flashpoints in pupil engagement. This article explores what the findings mean for schools—and why they strengthen the case for cradle-to-career systems of support.
Moonshots and milestones: How schools can embrace the ‘Opportunity Mission’
As the government unveils its Opportunity Mission, pledging to break down barriers to ambition for children, James proposed that schools and trusts are uniquely well-positioned to lead the charge. This moment demands imagination and collaboration to tackle systemic challenges and reimagine what’s possible for all children. In this article, drawing on the mission-oriented principles of Mariana Mazzucato and the innovative practices of educational pioneers serving in schools and trusts today, James explores how education leaders can embrace the Opportunity Mission, to ignite fresh thinking, forge new partnerships, and tilt the playing field in favour of those who need it most.
Joining the x100
Do you aspire to lead a school within the next five years—especially one in your own community where all children thrive, including those currently underserved? Our x100 programmes are our regionally led leadership development pathways for aspiring headteachers.
Rather than being a national “one-size-fits-all” course, each x100 honours the principle that place matters—adapting to local assets and challenges. While the programmes differ across regions, they share a few core commitments: nurturing shared purpose, cultivating deep knowledge of disadvantage, and building trusted networks of leaders who can take sustained, courageous action together.
The case for strengthening family-school coherence
The 'social contract' between schools and families is shifting, often marked by challenges like declining attendance, persistent absence and increasing mistrust. Yet, for Verity Howorth, this moment also offers an opportunity to reimagine these partnerships. By fostering coherent, asset-based relationships, schools can enhance family engagement, benefiting students, communities, and long-term outcomes.
Spotlight on: Harchester Children’s Initiative
Harchester Children's Initiative started as a small, single-town pilot a few miles east of Tamworth. Today, it serves thousands of children and families across Staffordshire, helping its communities to achieve life-changing social and economic mobility. In this article, Victoria Hirst and Sam Fitzpatrick draw out some of the principles underpinning their success in breaking the cycle of intergenerational poverty.
From cringe to connection: Strengthening staff bonds for student success
While we often focus on student outcomes, the dynamics between colleagues can make or break a school’s success and sustainability. From managing conflicts to fostering genuine connections, we know the way we interact with one another has a profound impact on both our well-being and effectiveness. In this article, Verity explores some practical strategies for cultivating trust and collaboration among staff, transforming these relationships into a powerful lever for achieving educational excellence.
Doughnut education? From rigour to resilience
Drawing inspiration from James Vincent's ‘Beyond Measure’ and Kate Raworth's ‘Doughnut Economics,’ James Townsend explores the limitations of our current measures of success in education. By reimagining schools as ‘regenerative institutions’, James proposes a new paradigm that balances academic rigour with the well-being and long-term thriving of the whole school community.
The final piece of the curriculum puzzle
In the first of this series, Jon Hutchinson introduces a key challenge in completing the curriculum revolution: smoothing the cracks between key stages. In this piece, Jon highlights some of the ‘low-hanging fruits’ and deeper collaborative opportunities our ‘Cradle-to-Career Partners’ have identified in their bid to ensure a more seamless educational journey for the children in their care.
Parent & pioneer: Transforming Early Years education in Feltham
Victoria Hirst explores Dawn Kiefer’s professional development journey; highlighting the broader impact she and her pioneering peers are having on Early Years education in our local community.
Bacon sandwiches and academic excellence: an unlikely alliance
Victoria Hirst explores how Holyrood Academy in Chard, Somerset, is spearheading a collective impact initiative. By collaborating with community leaders, local authorities, and businesses, the school aims to combat rural poverty and improve student outcomes through innovative, cross-sector partnerships.
Hearts vs handbooks? Relationship-centred practice in schools
Director of Training, Verity Howorth, spoke with newly appointed headteacher (and West100 alum), Jonathan Black, to explore the tension between structured frameworks and authentic relationships in schools; emphasising the importance of relational practice.
Palatial idealism and scrappy ingenuity: Embracing Jugaad in education
Despite financial constraints and crumbling schools, innovative approaches like 'jugaad' and workarounds are helping. By leveraging existing resources and fostering community collaboration, schools can still make significant strides in improving education amidst scarcity.