Teaching Matters | Ban setting, Vital enrichment, Neurodiverse staff

Paul Hazzard is joined by Dr Shauna McGill and John Gibbs for a sharp and thoughtful discussion across bold issues in education:What if... setting by ability was banned in schools?https://www.tes.com/magazine/leadership/tips-techniques/what-if-setting-ability-was-banned-schoolsEnrichment is a vital ingredient that gives school its full flavourhttps://schoolsweek.co.uk/enrichment-is-a-vital-ingredient-that-gives-school-its-full-flavour/What other sectors can teach education about supporting neurodiverse staffhttps://www.tes.com/magazine/analysis/general/other-sectors-teach-education-supporting-neurodiverse-staffWhat if setting by ability was banned in schools?The idea challenges one of the most established features of the English education system. Setting remains widespread, yet the evidence behind it is far from clear. Research suggests it may benefit higher-attaining pupils but can disadvantage those placed in lower sets, particularly those from less advantaged backgrounds. Shauna reflects on the lived reality in schools, where setting often shapes expectations, confidence and opportunity. John raises a deeper concern. Once pupils are placed in sets, movement between them is limited, and assumptions about ability can become fixed. The discussion moves beyond structure and into culture. If schools removed setting, teaching would need to adapt. Greater emphasis would fall on differentiation, adaptive teaching and high expectations for all learners.The panel discuss how mixed-attainment teaching brings its own challenges, particularly around workload and classroom management. Yet there is a shared sense that the current system can cap potential rather than unlock it. The question is not only whether setting works, but what kind of learning culture schools want to create.Enrichment is a vital ingredient that gives school its full flavourAttention then shifts to enrichment and its place within the school experience. Too often seen as an “extra”, enrichment is reframed as something central to education. Shauna talks about the importance of giving pupils access to experiences that extend beyond the classroom. Trips, arts, sport and wider opportunities help young people discover interests, build confidence and develop a sense of identity.John adds that enrichment can be the difference between school feeling functional and school feeling meaningful. For some pupils, these experiences are what make education memorable and motivating. Without them, learning risks becoming narrow and transactional. The discussion highlights a growing concern that accountability pressures and curriculum demands are squeezing out the very activities that make school life rich and engaging.What other sectors can teach education about supporting neurodiverse staff?The final strand explores how education can better support neurodiverse staff. Drawing on examples from other sectors, conversation explores a broader view of inclusion. In many industries, there is increasing recognition that neurodiversity brings strengths as well as challenges. Flexible working, clearer communication and adjustments to environments are becoming more common.Paul invites reflection on whether schools are keeping pace with this thinking. Teachers are expected to meet the needs of diverse learners, yet may not always receive the same level of understanding or support themselves. Shauna highlights the importance of openness, professional trust and leadership that recognises difference without stigma. John points out that small changes in culture can make a significant difference to staff wellbeing and retention.Follow us, we're worth it:🔗 Website🔗 Spotify🔗 Instagram🔗 Bluesky🔗 X (Twitter)#leadership #education #teacher #school #schoollife #inspiration #support #podcast #video