For a long time, schools have felt pressure to demonstrate activity. More initiatives. More training. More strategies. More evidence folders. But volume has never been the same thing as quality — and under the new framework, that difference is becoming harder to ignore. But that isn’t what the new EIF is asking for.

You can read all the guidance in the world, but it won’t tell you what to do when a child with PDA freezes mid-lesson or when an EHCP doesn’