CST’s response to Ofqual’s proposed changes to the assessment of mathematics, physics and combined science GCSEs in 2025, 2026 and 2027

What might we expect from the government’s curriculum and assessment review, and what might we hope for?

CST's response to the review of the RSHE statutory guidance

Recording of member engagement briefing on 1 May introducing CST's new conceptual model for trust-led school improvement.

The aim of this work is to establish a common set of concepts, language and framework that will allow trusts to explore, capture and compare their models of school improvement so that we can build more knowledge and a stronger evidence base about what is more likely to work when improving schools at scale.

This guide provides additional, practical, context to CST's conceptual model for trust-led school improvement.

This study delves into school improvement in school trusts. It employs Q Methodology and Legitimation Code Theory (LCT) to explore the viewpoints of trust leaders about effective school improvement. The research blends the subjectivity-focused Q Methodology with the analytical depth of LCT to explore what trust leaders value most.

This paper proposes an evolution of the existing accountability, regulatory and support architecture in the school system in order to provide a more sophisticated, effective and proportionate approach that will, together, better support sustained school improvement.

The Government has proposed the introduction of the Advanced British Standard for post-16 study.

This short paper outlines some key considerations and advice for trust leaders when considering the 2023 GCSE and A level results, in the context of changes to examination procedures in recent years.