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Apprenticeship reforms in 2026: levy changes and what education leaders need to know
19th February 2026 | Blogs | News
From April 2026, confirmed changes to Apprenticeship Levy funding will shorten expiry periods, increase employer contributions and remove the government top up. At the same time, some leadership apprenticeship routes are under review. This blog explains what is changing, what remains uncertain and what it could mean for schools developing senior leaders through Thrive Apprenticeships, along with the practical steps to consider now.
My Place: Belonging, Mattering and Feeling Emotionally at Home
11th February 2026 | Blogs | Insights
Children’s Mental Health Week 2026 shines a light on what helps children feel emotionally “at home” in school. In this blog, we explore the neuroscience of belonging and mattering, and why feeling noticed, valued and significant is fundamental to wellbeing, behaviour and learning. Discover how emotional safety shapes the nervous system, why belonging is more than inclusion on paper, and practical ways schools can strengthen relational practice in everyday moments.
Top tips for fostering a culture of emotional safety, belonging and mattering in schools
9th February 2026 | Blogs | Insights
Practical, relational guidance for schools looking to strengthen emotional safety, belonging and mattering. This blog explores small, consistent actions that support children and young people’s wellbeing, behaviour and engagement, and shows how a whole-school approach can create environments where every pupil feels seen, valued and ready to learn.
Top tips for fostering a culture of emotional safety, belonging and mattering in early years
9th February 2026 | Blogs | Insights
Top tips for early years settings on fostering emotional safety, belonging and mattering. This blog explores how small, consistent, relational actions support children’s personal, social and emotional development, helping them feel secure, valued and ready to learn.
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When AI becomes a peer, exploring its impact on children's development & wellbeing
29th January 2026 | Blogs
This blog explores how generative AI is increasingly experienced by children and young people as a peer rather than a tool, and what that shift means for wellbeing, trust, and development. Drawing on current UK research, it examines why AI can feel relational, the risks of emotional reliance, and the limits of AI as a source of support. It also reflects on the irreplaceable role of educators in helping children navigate AI thoughtfully, critically, and safely, with practical guidance for keeping human connection at the centre of digital life.
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