Why the current school system isn’t fit for purpose (PART 2) - Working together, creating system change & recruiting new teachers

In this episode, we’re joined by Dame Alison Peacock, Chief Executive of the Chartered College of Teaching and one of the UK’s leading voices on teacher expertise, professional trust and the future of teaching. Across her career as a teacher, headteacher, researcher and system leader, Alison has consistently argued that teaching is not simply a job of delivery or compliance, but a deeply skilled, intellectually demanding profession. From her work on Learning Without Limits to her leadership of the Chartered College, she has spent years championing teachers as experts and challenging the systems, assumptions and accountability pressures that can stop the profession from being treated that way. In this conversation, Alison reflects on her career journey so far and why she believes teaching must be recognised as an expert profession if we want schools to thrive. She shares what still needs to change for teachers to feel genuinely respected and trusted, why professional growth and intellectual stimulation matter so much for retention, and what society still misunderstands about the complexity of great teaching. We also explore what teacher voice should look like in policymaking, how accountability pressures can narrow both professional autonomy and children’s opportunities, and why inclusive teaching and high expectations should sit at the heart of an ambitious school system. Along the way, Alison discusses SEND, evidence-informed practice, AI, and what gives her hope for the next generation entering the profession. We explore:

In this episode, we’re joined by Steve Chalke MBE, founder of Oasis and one of the UK’s most influential voices on community, inclusion and tackling disadvantage. Across decades of work in education, housing, anti-trafficking, youth work and community leadership, Steve has focused on one central idea: if we want children and young people to thrive, we have to go beyond isolated interventions and start building communities where people feel they belong. In this conversation, Steve reflects on the experiences that first shaped his vision for Oasis, from growing up in poverty and experiencing racism to realising, as a teenager, that schools, homes, healthcare and community all shape opportunity in interconnected ways. He explains why Oasis was never just about starting schools, but about creating a more holistic response to disadvantage – one rooted in dignity, belonging, opportunity and long-term flourishing. We also explore the Oasis Hub model, what it means to build genuinely inclusive communities around children and families, and why schools are increasingly being asked to respond to challenges they cannot solve alone. Along the way, Steve shares his thoughts on attendance, Ofsted, teacher retention, social fragmentation, and the kind of hopeful, courageous leadership communities need now. We explore:

In this episode, we’re joined by Professor Becky Francis CBE, Chief Executive of the Education Endowment Foundation (EEF) and one of the leading voices in England on educational inequality and the attainment gap. Across her career in research, policy and education leadership, Becky has focused on one central question: why do educational outcomes remain so closely tied to disadvantage – and what would it actually take to change that? In this conversation, Becky reflects on what first drew her to this work, why the attainment gap remains so stubborn, and what it would mean for the system to genuinely treat closing it as its “north star”. She explains why high-quality teaching remains the single biggest lever schools have to improve outcomes for disadvantaged pupils, but also why schools cannot tackle educational inequality alone when poverty, attendance, language development and wider family hardship sit outside the school gates. We also explore the Curriculum and Assessment Review that Becky chaired, including the idea of “high standards for all”, the challenge of curriculum overload, and why England needs an education system that offers both excellence and equity. We explore:

In this episode, we're joined by Michael Kane, Policy Manager at Public First and one of the lead researchers behind the Commission into Countering Online Conspiracies in Schools. Drawing on new national research with pupils, parents and teachers, Michael explores the growing spread of misinformation, disinformation and conspiracy beliefs among young people, and what this means for schools. From deepfakes and AI-generated content to online conspiracy theories and extremist narratives, schools are increasingly finding themselves on the front line of a rapidly changing digital landscape. As smartphones become more common at younger ages and social media continues to shape how young people consume information, teachers are being asked to navigate complex conversations that many feel underprepared for. Michael shares insights from the Commission's latest report, including the impact misinformation is having on classrooms, the challenges teachers face when responding to false or misleading content, and why media literacy is becoming an increasingly important part of education. We explore:

In this episode, we're joined by John Yarham, Chief Executive of The Careers & Enterprise Company, the national organisation working to help every young person access high-quality careers education, employer experiences and pathways into future employment. With more than 25 years' experience across education, skills and careers, John shares his perspective on one of the biggest challenges facing schools today: preparing young people for a future of work that is changing faster than ever. We discuss why traditional work experience placements are becoming harder to sustain, what a modern approach to work experience could look like, and how schools can help prevent more young people from becoming NEET (Not in Education, Employment or Training). John also explores the growing importance of essential skills, the role of confidence in career success, and how schools should respond to the opportunities and challenges created by AI. We explore: