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Level 5 Operations Manager apprenticeship is being defunded - secure one of the final funded places
19th March 2026 | Blogs | Events | In the news | News
The government has confirmed the Level 5 Operations Manager apprenticeship is being defunded, removing a key funded route into leadership development. With limited places remaining, this guide explains what’s changing, what you gain from the qualification, and why acting now could secure one of the final funded opportunities.
The SEND and inclusion factor
16th March 2026 | Blogs
In the second of our blog series to mark the publication of Thrive’s new ImpactEd report, Thrive’s Tom Preston explores Thrive’s impact on SEND and inclusion.
What inclusive practice in schools really looks like: Insights from Daniel Sobel and Viv Trask-Hall
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Principles for Supporting Inclusive Practice in Schools
10th March 2026 | Blogs | In the news | News
What does inclusive practice look like in everyday school life? This blog introduces the eight Principles for Supporting Inclusive Practice, offering a clear starting point for creating classrooms where every child feels safe, valued and able to learn. Watch the short video overview and download the printable poster to share with your team.
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A Headteacher's perspective: Embedding Thrive through an apprenticeship
5th March 2026 | Blogs | Case Studies
Having previously implemented Thrive at another setting, Head Teacher Zoe Rose recognised the potential benefits it could bring to pupils and staff at Hereford Learning Hub. To help embed this approach and strengthen the setting's nurturing culture, she enrolled a member of her team on the Thrive Wellbeing Leadership Apprenticeship.
Responding to High‑Profile Exploitative News in Schools: Why boundaries matter more than answers
Often, young people encounter high‑profile exploitative news stories first through social media in a form that is fragmented, emotionally charged and without the context or adult support that helps them make sense of what they’re seeing. This blog explores why how we respond often matters more than how much we respond and why providing trauma‑informed boundaries, rather than explanations, can support young people and staff most effectively.