VIEWS
BRITISH EDUCATIONAL SUPPLIERS ASSOCIATION (BESA)
BESA at the Education World Forum We hear from Peter Doyle, Policy Manager at BESA.
The Education World Forum is the largest gathering of education ministers globally, annually bringing together over 120 ministers in London to explore and discuss key trends, challenges, and opportunities shaping education systems worldwide.
This year’s conference reflected the significant geopolitical challenges currently confronting the global community. A prominent theme expressed by numerous delegations was the critical importance of education as a catalyst for world peace and international cooperation. This emphasis underscores a global environment marked by increased uncertainty, conflict, and insecurity regarding the future. Artificial Intelligence (AI) continues to dominate conversations about the education sector’s future trajectory. Notably, following extensive deliberations at last year’s forum about the challenges and opportunities associated with emerging technologies, delegates this year displayed remarkably advanced and nuanced perspectives on AI’s practical application and implications within educational settings. Significant representations, particularly from the governments of Estonia and Kazakhstan, highlighted comprehensive understandings of AI. These delegations emphasised not merely the importance of AI as a supportive tool for educators but also as an integral component that requires careful and thoughtful integration into the broader learning environment.
This progressive stance provided a stark contrast to the perspectives presented by the UK government delegation. While clearly acknowledging the potential of AI as a beneficial instructional resource, the UK appeared comparatively less prepared in articulating and translating this understanding into concrete strategies for equipping children with essential future skills.
The Organisation for Economic Co-operation and Development (OECD) actively participated throughout the conference, providing comprehensive and detailed insights derived from the latest Programme for International Student Assessment (PISA) studies.
These insights sparked a compelling discussion around the perceived false dichotomy between academic excellence and student wellbeing. It was highlighted that while the UK has traditionally focused on replicating high-performing educational models, such as those seen in Singapore, it has simultaneously paid less attention to fostering strong teacher-student relationships and cultivating robust growth mindsets among students. OECD representatives advocated strongly against viewing academic achievement and student wellbeing as mutually exclusive goals. They presented compelling evidence indicating that education systems granting teachers greater professional autonomy and adequate time to focus specifically on instructional practices and student interactions were notably more successful. Such environments were identified as superior in achieving both strong academic outcomes and promoting the holistic development and wellbeing of students.
Additionally, I had the pleasure of meeting with Catherine McKinnell, the Minister for School Standards, alongside delegates from the Jersey Government and Avantis Education. Our discussions centred around the crucial topic of inclusive access to educational technology (EdTech). This conversation transitioned into a lively debate regarding the role and regulation of smartphones in schools, and whether it is appropriate for national governments to enforce blanket bans or if individual schools should retain decision-making autonomy.
Further dialogue explored the increasingly prevalent issue of smartphone addiction among students. Discussions considered whether current global educational strategies adequately address addiction through a holistic, health-oriented approach, or whether there remains an overly narrow focus on educational or punitive measures. Overall, the consensus from the conference conveyed a strong message of optimism and collective resolve regarding education’s role as a foundational pillar supporting global peace, understanding, and economic development. Despite the numerous and complex geopolitical challenges of our time, it remains deeply encouraging that our sector continues to serve as a force for unity, collaboration, and community-building rather than division or conflict.
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www.education-today.co.uk
Play ready, not school ready
Comment by Dr Helen Edwards, Co-Founder of Tapestry Childhood Education Platform.
The start of school marks a significant milestone in a child’s life
- a transition often framed by the concept of ‘school readiness’. Far from straightforward, the phrase has sparked discussions, and some anxiety, among early childhood development experts, educators, and parents and carers.
Many educators feel there is an increase in the number of children who lack basic social skills, have limited attention spans and show delays in basic motor skills. Addressing these foundational needs is placing extra pressure on teachers and support staff.
It is within this context that the debate about ‘school readiness’ has intensified. It is always useful to reflect on how we can ensure children start school successfully. My perspective is that this needs to start with meeting the child, and their needs, where they are. When children start school their development needs can be quite different from each other. Some are just four and others almost five – that’s a significant difference so it’s typical for children in Reception to have vastly varying levels of development.
Reception is the final year of the EYFS, which advocates learning through play. It reflects the research that young children learn best through play-based experiences facilitated and supported by educators. So, should we frame the start of school as children being play ready rather than school ready? Supportive chaos
Step into a flourishing Reception class and it can feel like chaos. There are busy children everywhere, there’s lots of movement and talking, with adults joining in, and with play very much at the fore. But there is much learning going on, whether that’s singing songs to help with listening and retaining information, climbing on outdoor equipment to build strength to help with sitting up at a table, or practicing social and emotional skills while negotiating with peers over a small world resources game. Children are supported on their own learning and development
journey. Play is carefully planned by educators so that each child can experience success as they make progress. To thrive, develop and grow children need to be ready to play. Being play ready recognises that young children learn best through play-based experiences, facilitated and supported by educators.
Wiggly lines rather than checklists
Discussions about school readiness often feel like a checklist of what a child should be able to do. It worries me because it risks simplifying child development. In my experience, Reception children have ‘wiggly lines’ in terms of development. A child may be confident on the climbing frame, great at painting and happy with number blocks, but struggle to listen attentively at story time.
Starting school is also a big emotional adjustment - forming new friends, sharing toys, taking turns, following directions and explaining their own needs. It’s normal for children to be secure in some areas and need extra support in others - yet another wiggly line! The unintended consequences of school readiness is that some children will be considered not school ready. It’s as if we’re saying they are ‘behind’ on their first day.
One of strengths of the early years is that it meets the child where they are, and Reception is a great year for continuing with this approach. Let’s hang on tight to early years in Reception and not push children towards KS1 and formal learning too quickly. Framing children’s arrival at school as being play ready, rather than school ready, aligns with the EYFS and means children have a great start to school.
For more information, visit
https://tapestry.info/
June 2025
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