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We believe education holds the key to ensuring quality learning, improved life chances, and thriving economies, but how exactly requires thoughtful focus on the evidence as to what really works, and practical steps to translate this evidence into meaningful, actionable policy.

Oracy is a field that matters across every single subject, and the benefits to school students are not only academic but extend to strengthening identity and self-actualisation. Despite this, there is a clear challenge in defining oracy and assessing it in schools. Joining us in a brand-new episode of Brighter Futures to discuss the nuances of that challenge are Associate at Oracy Cambridge Alan Howe, and EDT’s Policy & Solutions Director Dr Nicky Platt and Principal Education Advisor Dr Jim Rogers.

We are delighted to share the positive impact of our work on the Department for Education (DfE)’s National Tutoring Programme (NTP) in England, which concluded in August 2024, outlined in ImpactEd’s Final Evaluation Report. The report specifically focuses on the impact of school-led tutors and academic mentors who had access to our training from 2021 to 2024.

EDT is delighted to be working with Leicestershire Local Authority and 29 local schools through the Schools Partnership Programme (SPP), forming a supportive professional learning network (PLN) focused on sustainable school improvement. Working closely with school leadership teams and the Education Effectiveness Team (EET), which supports all education settings in Leicestershire, this partnership focuses on empowering all staff to actively participate in the school improvement process.

EDT was recently externally assessed for the renewal of our matrix accreditation for information, advice and guidance (IAG) services in the UK. The matrix standard is owned by the UK’s Department for Education and ensures the delivery of high-quality IAG services that enable people to reach their full potential. We are delighted to share that we have met the matrix standards and are now accredited for three more years.

Cognitive load theory can inform curriculum design and classroom practices, offering concrete strategies to improve student outcomes. Dr Richard Churches, our Director of Research and author of the book Neuroscience for Teachers, and Dr David Johnson of the University of Oxford, discuss the potential of using CLT as part of curriculum design.

EDT has played a key role in the DfE’s National Tutoring Programme, but what can we learn from its findings about how schools can better support students? Early findings have been very encouraging, and as we share the key benefits of school-based tutoring on Brighter Futures, Tony dives deeper into the topic with our expert panel of ImpactEd Evaluation's Holly Waddell, and EDT's Laura Fox and Fiona Rutherford.

The UK Year of Service Career Coaching programme facilitates the provision of high quality career coaching to young adults.