Feedback from the first Ofsted inspections
Danny Cuttell, Head of Extended Curriculum at Pearson, takes a look at feedback from the first Ofsted inspections.
The Pearson School Report 2025
Discover the fourth edition of the Pearson School Report. Over 14,000 voices, including teachers, learners, colleges, tutors and home educators, joined the conversation.
What’s really happening in UK colleges today
The new Pearson College & Schools Report reveals how students and tutors see learning today and how colleges are adapting to tech, expectations and careers.
Pearson National Teaching Awards
Celebrate outstanding teaching. Explore the Pearson National Teaching Awards, discover inspiring stories, and learn how to nominate exceptional educators.
Curriculum and Assessment Review
A milestone for education and skills in the UK – and it’s just the start. As we turn recommendations into further action, we’ll keep working with students, teachers, partners and sector experts to drive manageable and truly impactful change.
Multi-Academy Trusts
Every trust has a unique set of needs. That’s why we’ll work with you to create the best package of teaching, learning and training solutions for your schools, teachers and learners.
Digital in schools
Our brand-new research with Cebr outlines how investment in digital transformation for state-funded UK schools could make a difference to the future of education and our economy.
Exploring onscreen assessment
We’re drawing on our experience of delivering onscreen assessments in more than 115 countries to shape what’s next for GCSE, International GCSE and A level exams.
As well as already offering onscreen exams in selected subjects, we're working alongside the education community to harness technology where it can positively impact schools' and students' assessment experiences.
Why we’re thoughtfully optimistic about the place of GenAI in education
Generative AI brings into focus the importance of the most human skills, such as creativity and critical thinking.
Find out more about how we’re thinking about the impact of GenAI and AI literacy in education.
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Working together to build healthy and happy schools
At Pearson, we’re on a mission to work together with teachers, senior leaders, parents and carers to build healthy and happy schools. Together, we can encourage conversation and create environments that foster positive wellbeing for pupils as well as staff.
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Sweaty palms? A racing heart? A lump in the back of your throat? It’s time to tackle maths anxiety...
Bobby Seagull, maths teacher, author, TV presenter and Chair of the Power of Maths Roundtable gives his take on maths anxiety.
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10 steps to harness the ‘power of maths’ revealed in new Pearson report
Tackle bad press, bust myths and innovate: These are three of the 10 recommendations outlined in the new Power of Maths report, which showcases how to enhance Britain’s perception of maths and its teaching in the UK.
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Independent Commission highlights urgent need to focus on skills and lifelong learning in a changing economy
Further reform needed to boost UK competitiveness and ensure young people and adults are set up to succeed in the future world of work
- Further reform to the UK skills system could unlock an annual £22 billion competitiveness dividend
- The economic case for action on skills is clear: Brexit uncertainty, technological disruption, and a slump in productivity worse than any other G7 nation are hampering the UK’s competitiveness and putting the career prospects of young people and adult workers at risk
- Immediate focus should be on ensuring the right provision and flexible pathways are available, creating opportunities which enable lifelong learning, and supporting these efforts through refined investment in education.
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Pearson’s maths mastery programme, Power Maths, is recommended by the DfE
Power Maths Key Stage 2 (KS2) has joined the KS1 resources on the Department for Education’s list of recommended textbooks, making it the most recently recommended programme to meet the criteria for high-quality mastery textbooks(1) in England.
