
Creating a sense of place and belonging in schools
‘Belonging’ is that sense of being somewhere you can be confident that you will fit in and be safe in your identity: a feeling of being at home in a place.
Details about NEU policy including our position on key education issues.
‘Belonging’ is that sense of being somewhere you can be confident that you will fit in and be safe in your identity: a feeling of being at home in a place.
Not all home learning environments are equal. Put together Create Boxes for children in your school.
Coronavirus has shone a light on the reality of child poverty in 2021 - job losses, illness and increased economic pressure has pushed too many families over the brink, limiting the life chances of millions of children and young people. It doesn’t have to be this way.
Myths about academisation and the facts that inform our opposition to the process.
Academisation of Catholic schools has accelerated in recent years, with a number of Catholic dioceses encouraging schools to convert to academy status as part of Catholic Multi Academy Trusts (MATs).
In desperate times for education funding, post-16 funding has suffered even more.
Myths and misunderstandings around appraisal, assessment and OFSTED
The Government continues to promote its academy agenda, encouraging and compelling schools to become academies as part of multi-academy trusts (MATs). This guidance sets out the legal rights and arguments that can be made to resist academisation.
Pay and conditions for supply teachers is an emotive issue for our members. New Framework Agreement is welcomed but a return to direct employment of supply teachers is needed.
Supply agencies increase costs, drive down educators' pay and reduce security.
Performance-related pay does not improve educational standards or outcomes, neither does it improve achievement.
No evidence to suggest shorter summer holidays would improve education outcomes.
Despite Government promises, for teachers, the gender pay gap persists.
Early Years Foundation Stage is a distinct phase of education, with specific values and approaches, not just a preparation for school.
Local authorities should be freed from Government policy to address the school places crisis