Citizenship Education to Become Mandatory in Primary Schools

The government has accepted a major curriculum change that will make citizenship education compulsory in all primary schools for the first time. The move follows a national review led by Professor Becky Francis, which argued that children need stronger preparation for modern life - from understanding money to spotting misinformation online.

What will children learn?

• Financial literacy – managing, spending and saving money

• Democracy and government – how decisions are made and why voting matters

• Law and rights – understanding rules, fairness and personal freedoms

• Media literacy – recognising reliable information and staying safe online

• Climate education – learning about environmental responsibility

The aim is to help pupils grow into informed, confident and active citizens.

Only around two in five primary schools currently follow existing (non‑statutory) citizenship guidance, and the review found that children’s experiences vary widely. Parents also expressed a strong desire for better financial education and support with navigating online misinformation. Lowering the voting age to 16 has added urgency to ensuring young people understand democratic processes earlier.

Many schools expect to weave citizenship into existing subjects, while still protecting time for dedicated lessons where needed.

Supporters argue that, done well, citizenship education can give children essential life skills and help them make sense of an increasingly complex world. With issues like online safety, climate change and financial pressures affecting families more than ever, schools see this as an opportunity to equip pupils with knowledge that will benefit them far beyond the classroom.

School enrichment - STEM Racing

Stem Racing UK is a nationwide competition that teaches students to design, make, test and race miniature cars.

The National finals of STEM Racing will take place 24-26 March at the fantastic Magna Science in Rotherham, this year’s event will see over 100 teams compete to become the UK Champions.

The competition will see:

Racing: Students race their cars down a 20-metre track, competing for the fastest speed.

Verbal Presentations: Speaking to industry professionals, teams present their work in short sessions.

Design & Engineering: Judges provide their expert opinion on students’ design and engineering work.

Project Management: Teams illustrate how they have put project management skills into practice.

Brand Identity: Students create show-stopping pit displays which are sure to impress.

When we recently visited Kimbolton School we heard that they gave an impressive performance at the STEM Racing Global Regional Finals. 

Competing in a one-day event against schools from across the region, Helix Racing (upper sixth) stood out among 33 teams, winning Best Pit Display and finishing runners-up in Best Brand, Marketing and Sponsorship. The team’s success reflected not only strong engineering outcomes but also high-quality presentation, teamwork, and strategic thinking. 

Meanwhile, AeroNova (lower sixth) placed third out of 17 teams in the Development Class and the team is now waiting to hear on a wildcard entry to the National Finals, which is a significant achievement at this stage of the programme. 

The competition challenged pupils to apply physics, engineering, branding, and project management skills in a real-world context, developing resilience and leadership alongside technical knowledge. 

“Our pupils showed incredible hard work, industry and a real never-say-die attitude throughout the competition,” said Cameron Holmes, head of physics at Kimbolton School. 

Experiences beyond the school gates are important

Schools do an enormous amount to inspire children in the classroom, but a recent TES article highlights something many educators know well: young people thrive when they’re given chances to experience the world beyond school. Whether it’s visiting a workplace, exploring a museum, meeting people from different professions or taking part in community projects, these real‑world encounters help children understand how their learning connects to everyday life.

For many pupils, especially those who may not have access to wider networks or enrichment opportunities at home, these experiences can be genuinely life‑changing. They build confidence, spark new interests and help children imagine futures they may never have considered. Seeing adults at work, discovering how subjects like maths or science are used in real jobs, or simply stepping into a new environment can make learning feel more meaningful and exciting.

Even small, local opportunities can make a big difference. A visit to a nearby business, charity or community group can open children’s eyes to the possibilities ahead of them.

We love hearing about these opportunities at the schools where we place our students. Experiences beyond the school gates help build that belief. They broaden horizons, nurture ambition and remind children that their learning has purpose far beyond the classroom.

We are pleased to offer a number of exciting opportunities for summer school programmes that offer insights into future professions. Please visit this page to learn more, our team will be happy to talk to you about the options available.

Too many First Class Degrees?

Concerns are growing about falling academic standards at UK universities, with new data showing that first‑class degrees are now being awarded at far higher rates than in the past.

According to sector watchdogs and employer groups, this rise suggests that grade inflation may be making top degrees less meaningful and less useful for distinguishing genuine academic excellence. Some universities have been criticised for easing marking criteria, while others argue that improved teaching and student effort explain the trend.

The debate matters for families because it raises questions about how well degree classifications reflect real achievement - and whether they still help young people stand out in an increasingly competitive job market.

Why Some International Families Are Choosing Rural Boarding

For families living globally - whether in diplomacy, business, sport or the creative industries - choosing a UK boarding school often goes beyond academic reputation. Many parents prioritise privacy, safety, stability and a sense of normal childhood away from media glare and public scrutiny.

What rural boarding schools offer in the UK:



• Privacy and protection: Schools located well outside major cities operate at a calmer pace and within tight-knit communities. This makes it easier for pupils to grow up defined by friendships and daily life, not headlines. Controlled access and experienced staff add layers of discretion that many high-profile families value.
• Stability and continuity: The British boarding system has long-standing structures - predictable term dates, clear pastoral support, and routines that provide continuity for children who may otherwise be moving frequently between homes and countries.
• Friendships that endure: Weekly rhythms, shared challenges and time-together build deep friendships. For internationally mobile children, these bonds often become a reliable emotional anchor.
• Community and belonging: In rural settings with fewer external distractions, pupils tend to engage more deeply in school life - academically, socially and through activities - enhancing their sense of belonging.

For globally mobile and high-profile families, rural UK boarding schools can offer a grounded environment where children enjoy privacy, strong social bonds and educational continuity, helping them grow with both security and independence.

Presenting Crystal Awards

Our team have been busy presenting our coveted Crystal Awards to some of the top performing independent schools around the UK during the last couple of months. Our globally-recognised tables of the highest-performing British private schools are based on the publicly available results of GCSE, A-Level and IB Diploma exams taken in 2025, and/or verified submissions from schools. Please click here to see the top performing schools.

Pictured is the Award cabinet in the reception area at Cheltenham Ladies College where we were honoured to present an award to celebrate their position as a Top 5 Girls' Boarding School. This was the 18th award the school has received from Education Advisers over the years for its outstanding IB and Level Results.

We have also enjoyed visits and award presentations at Sevenoaks School, Bromsgrove School, Wycombe Abbey and The National Maths and Science College who were ranked 3rd for their pupils stellar A-level results.

Summer School Fun

Choosing the right summer school can be one of the most rewarding decisions for your child. A high-quality summer programme offers far more than just a way to fill the holidays it’s an opportunity to learn new skills, make lifelong friends, and experience personal growth in a safe, inspiring environment.

Whether your child dreams of mastering a sport, exploring STEM subjects, perfecting their dance moves, or improving their English language skills, the UK is home to some of the finest summer schools in the world.

We held an informative webinar hosted by our knowledgeable team and summer school partners on "How to Choose the Best Summer School Programme". Please click this link to watch the recording.

At bestsummerschools.co.uk we make finding the perfect programme simple and stress-free. Every course featured on our site is carefully curated by expert consultants, ensuring exceptional quality and a memorable experience.

Our wide range of options includes sports camps, dance workshops, STEM courses, and English language programmes, catering to every interest and ability level.

Browsing is easy - enjoy scrolling through our handpicked selection and, when you find a programme you love, simply request more information directly from the page. Not sure which course is right for your child? Don’t worry! Our friendly team is always on hand to offer personalised guidance and suggestions. With such a vast choice, it’s natural to feel overwhelmed but that’s where we come in. Attending a summer school is more than just fun - it builds confidence, independence, and cultural awareness. It’s a chance to step outside the classroom, discover new passions, and gain skills that last a lifetime.

Why Digital Maturity Matters for Our Children

We often hear about the importance of digital literacy - the ability to use devices, apps, and online tools. But as technology becomes more powerful and more deeply woven into children’s lives, simply knowing how to click, type, and search isn’t enough.

Our pupils now need something broader and more thoughtful: digital maturity.

Digital maturity is about helping young people understand the impact of the digital world, not just how to operate within it. It includes:

• recognising misinformation and online bias

• understanding how algorithms influence what they see

• managing online friendships and identity

• making safe, responsible choices about what they share

• balancing screen time with wellbeing

• thinking critically rather than accepting everything at face value

These are developmental skills, not technical ones. They grow over time, through guidance, conversation, and experience at school and at home. All schools, should be working to build these habits across the curriculum, so pupils learn to navigate the online world with confidence, resilience, and good judgement. Families play a vital role too, and we’ll continue sharing tips and resources to help you support your child’s digital life in a positive, balanced way.

Understanding Digital Relationships

When a parent recently asked their young child who they had been interacting with on a tablet, the answer was unexpected: not a classmate or a friend, but a cheerful digital character built into an educational app. The child spoke about this character with warmth and familiarity, describing it almost as a companion.

This small moment reflects a much wider shift in the way children experience the online world. Last year, the Cambridge Dictionary selected “parasocial” as its word of the year - a term describing one‑sided relationships formed with people we do not actually know. Traditionally associated with celebrities or influencers, this concept now extends to artificial intelligence tools and chatbots that can feel surprisingly personal.

Recognising the growing influence of these digital interactions, Cambridge International has introduced significant updates to its digital literacy curriculum for pupils aged 5 to 14. The aim is to help young people navigate online spaces with confidence, emotional awareness, and critical thinking.

The revised curriculum introduces age‑appropriate learning about the nature and impact of digital relationships:

• Early primary pupils will explore how different types of online content can influence emotions.

• Later primary pupils will begin to learn directly about parasocial relationships - what they are, why they form, and how they can affect wellbeing.

• Lower secondary students will examine a broader range of online risks, including unhealthy digital behaviours, addictions, and the potential consequences of relying too heavily on one‑way online connections.

A key message throughout is that while digital tools can be helpful and engaging, they must not replace real‑world relationships. Students will be encouraged to recognise when online interactions - whether with influencers, fictional characters, or AI chatbots - begin to feel too significant or start to influence their thinking in unhelpful ways.

Supporting Responsible Use of AI

Alongside these themes, the curriculum introduces new guidance on artificial intelligence. This includes:

• understanding when AI can be used appropriately

• recognising the importance of avoiding plagiarism

• learning to question whether content - especially images - may have been generated by AI

• developing the habit of verifying information and checking sources

Teachers report that many young people accept online content at face value. The updated curriculum encourages pupils to ask critical questions such as: Is this real? Where did it come from? How can I check?

The digital landscape has changed dramatically since the last curriculum update in 2019. The pandemic accelerated children’s use of technology, and the rise of generative AI has reshaped how young people learn, communicate, and access information. New careers - such as “prompt engineer” have emerged, and AI tools now sit behind many everyday interactions.

Rather than focusing on specific platforms or tools, the emphasis is on developing thoughtful, discerning digital citizens.