Specialist Sector

Co-teachers, a Chinese curriculum, different pedagogies – teaching in a bilingual school in China can be a steep learning curve but very rewarding, too, as these teachers explain

New special schools aren’t being built quick enough to cope with the rising demand for places – and this is a problem that urgently needs to be addressed in the government’s SEND review, says Simon Knight

The co-ordinator of the Medicine in Specialist Schools group explains why the SEND review must tackle the need to improve how children with specialist medical needs are provided for in education

As the country slowly learns to live with Covid, Steve Barker urges governors and trustees to resist jettisoning the innovative new ways of working they have developed during the pandemic

International schools have had vastly different experiences during the pandemic – which is why the head of the British Schools in the Middle East group says holding pupils to the same exam standard as in England is so concerning

Reforms in China have hit international schools hard – but there are still opportunities for those willing to adapt, explains David Mansfield

Tes sits down with International Baccalaureate director-general Olli-Pekka Heinonen to chat about everything from digital assessment and his ‘head, hand and heart’ mantra for education to why The Crown served as an unexpected source of inspiration

Covid may not have affected private schools as much as they feared – but they are not out of the woods yet, says David James

New data from COBIS, seen exclusively by Tes, reveals the new ways of working that international schools intend to keep in any post-pandemic world – and the challenges they still face

Managing a team in an additional support needs setting does not have to feel overwhelming, says Karen McInnes

A new report details the major recruitment trends affecting international schools’ and why CPD is an increasingly key part of retention strategies too

If the government’s long-awaited SEND review assesses support purely in terms of medical research and academic outcomes, it will fail to deliver for children and their families, writes Jon Severs