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Bulletin

Welcome to this week’s BEP Bulletin. We’re bringing you the latest education updates, practical guidance and opportunities to support your school’s priorities. From upcoming training and events covering safeguarding, attendance, SEND, mental health and inclusion, to the latest DfE announcements and developments in the education landscape, there’s plenty to explore. We also highlight key news, useful resources and opportunities to help you and your teams stay informed, prepared and focused on improving outcomes for every child and young person.

 

Issue #03 - 21st September 2026

Upcoming Training & Events

 

 

DfE Updates

 

Primary:
Join the national curriculum assessment expert review panels. 
Updated assessment parent information leaflets.
Reception:
Ensure your school's devices are ready to administer the reeption baseline assessment. 
Administer the reception baseline assessment in the first six weeks of term.
Key Stage 1:
Optional KS1 teacher assessment guidance updated for 2027.
Key Stage 2
KS2 teacher assessment guidance updated for 2027.
Download your multiplication tables check results by Friday 25th September.
D2026 KS2 test marking and clerical review outcomes will be available on Wednesday 30th September.

 

In the News

 

Signposts

 

Many of you will recall Professor Peter Fonagy speaking at our BEP conference in 2022.  He is currently leading the Government’s independent review of mental health, ADHD and autism and, while the full review is yet to be released, says the evidence does not support the idea that today’s young people are simply a ‘snowflake generation’.   Psychological distress among young people has genuinely increased and, for some, it is increasingly affecting their ability to attend school, learn, sleep, build relationships and participate in everyday life. 

What is important though is that not every experience of distress needs diagnosis or a more clinical intervention.  We can take distress seriously without over-medicalising.  Sometimes a young person needs specialist mental-health treatment.  At other times the most helpful response may involve relationships, belonging, reasonable adjustments, family support, meaningful activity or changes to the environment around them. 

At the same time, new NAHT findings show that 72% of more than 5,000 school leaders surveyed felt the direction of travel on Ofsted inspection had worsened over the last year.  NAHT argues that the current framework continues to place significant pressure on leaders; Ofsted says it has made substantial changes intended to reduce unnecessary pressure while maintaining accountability.  

What does this mean for schools?

Perhaps pupil and staff wellbeing are not separate agendas but part of the same challenge. Schools are being (t)asked to respond to increasing complexity and levels of distress while the adults in the system are, themselves, managing significant workload, accountability and emotional demand.  How well people function depends on the system around them.  So with that, there are 2 questions that we need to hink about if this is the system we are working within:

What does this young person need to be able to function, participate and belong? What do the adults around the child(ren) need in order to stay able to think, respond and lead well?

 

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