Careers

Before the month is out, many great staff will signal their intention to leave the sector. But how can those wavering be kept on board? Sarah Mullin offers some ideas

King’s Group Academies’ Chris Willis shares details of the network it has created to provide a more coordinated approach to young people engaging with potential future career opportunities

A leader reflects on some practical and philosophical ways you can channel experience and confidence into a new job, rather than being waylaid by self-doubt

Three trust leaders tell Tes about their first month in the job – what surprised them, what they learned and the advice that helped them through it

The world is changing rapidly, and this means how international schools operate is changing, too – and this could pose some big questions for the sector, says Sam Gipson

International recruitment season is upon us – but for those considering going abroad, there are some fundamentals to consider before any applications, says this experienced teacher in China

A schools group leader outlines how its settings give students the chance to engage with employers in a raft of industries to help shape their future career choices

From transport links to a lack of teaching staff, the challenge of creating new technical routes for students will be immense, says this governance chief in Dorset

Another year of declining proportions of resit students achieving a grade 4 in maths and English has resulted in much discussion about whether young people are being set up to fail – and whether a grade 4 really is necessary for future work

We need to see key stage 3 as a key intervention point that is reactive to the critical period of early adolescence, argues Becks Boomer-Clark

As the number of young people who are Neet continues to cause concern, Ark’s Sarah Taunton explains how her trust has redesigned its careers provision in line with the updated guidance

Debates around SEND often focus on funding, staffing and access to provision – but what about the role schools can play in helping students understand what happens in specialist settings?