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.

This discussion paper looks at the process of setting high-level national curriculum expectations.

CST response to the Department for Education and Ofqual joint consultation on assessment resilience guidance.

As we move towards a school system in which all schools are part of a trust, it is right that trusts and schools joining them consider the benefits and challenges of integrating groups of schools. Much of this is addressed through the vitally important due diligence processes that Trusts and schools undertake. However, this paper extends the essence of due diligence beyond the legal and business undertaking to consider what it means to integrate professional practices.

CST considers school trusts as structures with the potential to build and mobilise knowledge pertaining to school improvement. This paper, part of CST's 'Bridge to the Future' series, seeks to extend this analysis by arguing that we need to understand school improvement as a field of practice rather than view it as a series of disconnected activities.

In this short paper, part of our 'Bridge to the Future' series, Tim Oates CBE sets out the case for utilising evidence and the ways we should think about future policy reform to avoid walking straight into long-term trouble.

In this 'A Bridge to the Future' series paper, Dixons Academies Trust's Funmilola Stewart and Jenny Thompson argue that while the application and delivery of powerful knowledge within schools is recognised as a tool for social justice, for this to be truly consequential our focus must shift from a broad consideration of the disparities between the elite and the disadvantaged, and towards an acknowledgement of the intersectionality underpinning social disadvantage.

A key challenge for educational reform is how to leverage the best outcomes for children, in the most efficient way, while avoiding unintended consequences. This is often easier said than done because individual problems and proposed solutions don’t sit in isolation from each other or the many other constituent parts of education. This short 'A Bridge to the Future' series paper seeks to explore how coherence and systemness in particular might be applied to policy in this important area.