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Inclusive Early Years Fund: A guide for Early Years Providers
15th May 2026 | Blogs
Learn what the Inclusive Early Years Fund (IEYF) means for early years providers, how funding can be used, and how leaders can build evidence-informed inclusion strategies aligned with SEND reform.
How Thrive Aligns with the Aims of the Inclusive Early Years Fund
15th May 2026 | Blogs | In the news | News
Discover how Thrive supports the aims of the Department for Education’s Inclusive Early Years Fund. This blog explores how Thrive helps nurseries, preschools and early years settings embed inclusion through early identification of need, relational practice, workforce development, emotionally supportive environments and strong partnerships with families - helping more children feel safe, connected and ready to thrive.
Inclusive Mainstream Fund: A Guide for Schools and SEND Leaders
14th May 2026 | Blogs
Learn what the Inclusive Mainstream Fund (IMF) means for schools and post-16 settings, how funding can be used, and how leaders can build evidence-informed inclusion strategies aligned with SEND reform.
How Thrive Aligns with the 7 Principles of Inclusion in the Inclusive Mainstream Fund
14th May 2026 | Blogs | In the news | News
Discover how Thrive aligns with the Department for Education’s seven Inclusive Mainstream Fund (IMF) themes for 2026–27. This blog explores how Thrive helps schools strengthen inclusion through early identification of SEMH needs, relational practice, emotionally safe environments and evidence-informed support - helping more children and young people feel safe, supported and able to thrive in mainstream education.
Will banning phones in schools improve behaviour and wellbeing?
12th May 2026 | Blogs
As schools across the UK move towards stricter phone-free approaches, many leaders are asking whether banning phones will genuinely improve behaviour, focus and wellbeing. This blog explores the growing national conversation around mobile phone policies in schools, the challenges schools are facing in practice, and why lasting change depends on more than removing devices. Drawing on Thrive’s neuroscience-informed, child development approach, it considers what pupils need alongside phone-free policies to support regulation, engagement and emotional wellbeing.
Apprenticeship reforms in 2026: Levy changes and what education leaders need to know
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.
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Supporting exam stress: Five Thrive-informed ways to help pupils feel steadier, think clearly and access what they know
1st May 2026 | Blogs
Exam season can place significant pressure on pupils and the adults supporting them. Drawing on the Thrive Approach, this blog explores how stress affects pupils’ ability to think, remember and cope, and how small, relational changes can help. It shares five practical strategies – including choice‑based resets, turning worry into action, exam start routines, supportive retrieval practice and post‑exam recovery – to help teachers and pastoral teams support pupils to feel steady, focused and able to use what they know under pressure.
Choosing the Right EYITT Route: A Thrive-Informed Pathway for Early Years Professionals
24th April 2026 | Blogs
Choosing the right Early Years Initial Teacher Training (EYITT) route is an important step in progressing your early years career. This blog explores why Thrive recommends the Best Practice Network programme, including the added benefit of qualifying as a Thrive-informed educator and developing specialist knowledge in children’s personal, social and emotional development.
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Spotlight on Liz Murray: Supporting Trusts to Deliver Inclusion at Scale
22nd April 2026 | Blogs | Events | Insights
Liz Murray, SEND Director at Supporting Education Group, brings over 25 years’ experience across schools, trusts and national SEND policy. She shares a practical perspective on the Schools White Paper and what it means for multi-academy trusts looking to deliver inclusion at scale, alongside an invitation to join an upcoming webinar on assessing readiness for reform.
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How Thrive supports inclusion: a whole-school approach
31st March 2026 | Blogs
As inclusion becomes a growing priority across education policy, schools are being asked to meet a wider range of needs with greater consistency. Discover how Thrive supports a whole-school approach that helps staff understand need earlier, reduce barriers to participation, and improve attendance, behaviour and wellbeing outcomes.