This report, co-authored by Dr Anne-Marie Sim and Prof. Lee Elliot-Major, highlights the pivotal role schools and trusts play as community anchors, showcasing inspiring case studies from 4️⃣ of our partners...

🎩 Many hats are tipped to and titbits are shared from our friends at The Relationships Project, @SamCrome, Elizabeth Oldfield and Tilly Browne from Reach Schools—each leading the conversation on relationship-centred practice in our schools in their own way.

At the @TheReachFoundation, we talk a lot about 'levers'...

We believe that school, trust and community leaders have a duty to examine every possible lever available to achieve the shared outcome we so desire: ensuring *all* children can enjoy lives of choice and opportunity.

2️⃣ This is not an argument for ‘schools doing everything’.

Schools should seek to grow capabilities. This means not defaulting to service provision. Instead, schools could “emphasise what they can *support and enable*” as posited by Hilary Cottam 👇

https://buff.ly/4dDBVrT

🤔 What might that model look like?

Following Raworth, James' starting point is a doughnut—a scruffy one at that; a classic first bake. The measures need much more careful thought to get right. That said, James is keen to impress three things upfront...

In his 1973 classic ‘Small is Beautiful', EF Schumacher describes a realisation about the nature of economic growth in the post-war period.

The ‘tolerance margins’ we've been using up in education are teachers’ goodwill, trust from families, and community connection.