Audience
Any Audience
Those evaluating programmes for children in need
Those involved in underlying theoretical research on abuse and neglect, child development etc
Those researching children’s social care or education systems, with links to educational outcomes of Children in Need
Academies (including free schools), voluntary aided schools, voluntary controlled schools, foundation schools and community schools
All
Pupils
Young people
Social workers
Team managers
Service managers
Principle social workers
Directors of children's services
Teachers
Headteachers
Governors
School support staff
Early learning and childcare providers
Training providers
Local authorities
Adult education providers
Further education colleges
Sixth form colleges
Independent specialist colleges
Designated institutions and 16-19 academies
16-18 year old students resident at these institutions
Designated safeguarding leads
Virtual school heads
SENCOs
Educational Psychologists
School business managers
Governing bodies and academy trusts
Bodies representing schools and local authorities
Faith bodies
Organisations with an interest in the content of the computer science GCSE
Secondary teachers of computer science and subject leaders
Organisations which represent the views of computing teachers
Students
Awarding organisations
Companies and organisations working in the digital industry
Head teachers and proprietors of private schools
Ofsted
Independent school associations
Experts and sector stakeholders
Research, health and education professionals
Subject matter experts and sector representatives
Professional and academic stakeholders
Experts in child development, health and education
Film Industry representatives
CAMHS
Adult and mental health practitioners
Health visitors
School nurses
Clinical commissioning groups
Higher Education leaders and workforce
Further Education leaders and workforce
Higher Education governing bodies
Higher Education students and prospective students
Universities
Employers
Community representatives
Volunteers
Social workers
Unions and representative organisations
Government bodies and departments
Contractors involved in building schools
Fire sector
Parents
Foster carers
Adoptive parents
Interest
Any Interest
Adoption
Fostering
All
Teacher assessment
Primary assessment
Accountability
National Curriculum
GCSE subject content
GCE AS and A level subject content
Sex and relationships education
Early learning and childcare
Early years foundation stage
School building estates
Equality
Key stage 1
Key stage 2
Performance tables
Film Industry and skills
HE
Apprenticeships
Work based training
Community learning
Lifelong learning
Accommodation (Looked after children)
Advocacy (Looked after children)
Care leavers and former looked-after children
Financial support (Looked after children)
Friends and family care
Health and wellbeing (Looked after children)
Programmes and initiatives (Looked after children)
Short break care
Social care standards and guidance
Special guardianship
Support in education
Academy sponsorship
Converting to an academy
Free Schools, studio schools and University technical colleges
Setting up an academy or free school
Post 16 Qualifications
Academies
Admissions
Establishing maintained schools
Governance
Health and wellbeing
Intervention
Planning
Pupil data
Statutory policies and guidance
Travel to school and colleges
Keeping children safe in education and other settings
Preventing neglect, abuse and exploitation
Safeguarding disabled children
Social workers' standards
Parents School staff, school and trust leaders and governing bodies Local authorities School food providers, catering managers and chefs/cooks Food manufacturers and suppliers Public health professionals Nutritionists and dietitians working with schools Holiday, Activities and Food (HAF programme) providers Private, Voluntary and Independent Providers (PVIs) delivering wraparound or holiday childcare services
Alternative provision
Attendance and absence
Behaviour and discipline
Pay, conditions and pensions
Recruitment
Teachers' standards
Training and development
Capital funding
Financial management
Post-16 funding
Procurement for schools
School and academy funding
School funding reform
Education
Sufficiency
Pupil place planning
Children’s screen use (purpose, timing, context)
Benefits and risks of screen use
Differences by age and development
Supporting parents to manage screen use
Disabled children
SEND code of practice
Teaching and learning (SEND)
Careers guidance
Participation of young people in education, employment and training
Raising the participation age
Adult social care
Adult social work
