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Fans of Sex Education will have noticed something curious about the costumes on the hit Netflix show. The eclectic fashion of the cast of characters – including Eric (played by Ncuti Gatwa), Otis (Asa Butterfield), Maeve (Emma Mackey) and Jean (Gillian Anderson) – seems to have no specific era. Eighties prints mix and match with grungey Nineties-inspired looks, topped off with the occasional Noughties accent – and this is all purposeful. “It gives it it’s own individuality,” explains costume designer Daniella Pearman, who worked on the show for its fourth and final season, due to air September 21. “I do feel like people watching it can feel like: We can be anyone we want to be, we can dress how we want, we don’t all have to own the same snazzy phone or the same designer wardrobe, because everyone can be in their own little world like Moordale [School, where many of the characters were enrolled for seasons one to three].” With the new season comes new challenges for the characters and new locations – meaning tweaks were made to the costumes to help tell the story. At the end of season three, Moordale shut down – so now, many of the central characters have relocated to the progressive Cavendish Sixth Form College, which is eco-friendly, technologically advanced and on a much bigger scale than the Moordale students are used to. “From the beginning, we wanted them to look like their normal Moordale [selves], because it’s only been about eight weeks since the end of the third series,” Pearman, 42, says. “We wanted them to be walking into this new environment and looking like it’s all quite alien to them, that they’re these small fish in this massive pond.” The other big change – which was teased at the end of the last series – is Maeve moving to school in America. “It’s another different environment from Moordale – very much grown-up compared to Moordale. With her, we didn’t want to totally change her look. We wanted to mature it slightly, but still have the elements of Maeve. “So the leather jacket, the boots, the fishnet tights – but we had a new vintage leather jacket, new vintage cowboy boots that she might have picked up in a thrift store. Maybe she’s had influences from her new group of friends.” Eric’s style also follows his character arc as he makes a new group of friends, as does Aimee’s (played by Aimee Lou Wood), “As she’s opening herself up to new things, post everything that had happened to her in her past”, Pearman says. “She joins art class and becomes a photographer, and we got this brilliant, arty feel to her.” However, not everyone had a costume glow-up. “The only one I don’t think really changes dramatically is Otis – but why should he? He’s still trying to find himself, he’s pining for Maeve, he’s been looking after his newborn sister, looking after his mum – he’s not had time to evolve.” As Otis joins the new school and finds a rival sex therapist, Pearman did give him new chinos and put him in a shirt – but it’s small tweaks, rather than anything dramatic. “When people watch it, that enables the story. It’s not jarring, but shows we had fun developing those characters through their costume.” While Pearman – who got her start in the industry as a trainee on soap Coronation Street in 2004 – struggles to pick a favourite character to dress, she does mention fan favourite Eric, who’s know for bold looks on the show. “Eric is incredible, looks amazing in anything you put him in and is so collaborative and interested in it,” Pearman says – and this season, she wants viewers to look out for the “amazing vintage jackets” she’s dressed him in. Vintage is a running theme throughout the costumes, with Pearman saying: “We tried to be as sustainable as we could” – particularly as the new school puts the environment front and centre. “We did shop in vintage stores and charity shops, and stuff is hired from costume houses. Then there’s stuff that has to be bought, because you don’t have the choice or time to have stuff made. “In telly, things happen quite quickly, and there are last-minute changes. So we needed doubles for stunts or repeats of stuff – if someone’s having a drink spilled over them.” If you’re looking to get the vintage vibe of show, Pearman’s advice is to “invest time in it”. When shopping in secondhand stores, she says: “Don’t rush it and enjoy it – and think outside the box. If you see something you really like and you’re like, ‘Where will I wear it?’ Never think that, always find somewhere to wear it.” Read More Charity boss speaks out over ‘traumatic’ encounter with royal aide Ukraine war’s heaviest fight rages in east - follow live Groundbreaking migraine treatment offers ‘new hope’ for patients ‘Millions of women and girls suffer severe pain’ during periods – research finds Cats given vegan diets ‘have better health outcomes’, study claims

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Nearly one in three primary schools in England do not have a male classroom teacher, a study suggests. The proportion of secondary school teachers who are male remains at a record low (35%), according to a Warwick Business School report. Researchers said boys from poorer backgrounds would benefit from having a male teacher in school but they are less likely to have one. Raising teachers’ pay, reducing working hours and improving school leadership could help boost recruitment and retention, the report said. Worryingly, the decline in the number of male classroom teachers is getting worse Dr Joshua Fullard, Warwick Business School The study analysed the latest data from the annual School Workforce Census to identify trends in gender diversity among teachers in state schools in England since 2010. It found that nearly a quarter (24.3%) of all state schools in England have no male classroom teachers. In two local authorities, Rutland in the East Midlands and Northumberland in the North East, at least half of the primary schools do not have a male classroom teacher. The study found that more than two in five (41.9%) of the primary schools placed in special measures by Ofsted had no male classroom teachers. The report said: “This could be due to selection – male teachers are in relatively high demand and therefore might be less likely to sort into the lowest achieving school. “Alternately, having no gender diversity in the classroom might negatively impact the functioning of a school.” It’s important for all children and young people to experience a diverse range of positive role models James Bowen, NAHT Dr Joshua Fullard, assistant professor of behavioural science at Warwick Business School, said: “Worryingly, the decline in the number of male classroom teachers is getting worse. “This has an impact on the education that children receive. There is a large body of research that shows students benefit from being educated by a teacher with certain similarities to them. “Boys from less affluent backgrounds are already the lowest achievers in school. They are the students who would benefit most from a male teacher, but they are less and less likely to have one. “It’s not just boys who are losing out. Having no gender diversity could negatively affect how a school functions, as schools in special measures are less like to have a male classroom teacher.” The report called for teachers’ pay to be raised by more than 10% and for a merit-based reduction in tuition fees for university-led teacher training to be introduced. Dr Fullard said: “Men are more likely to consider finances when deciding to go into, or leave, a profession. This explains why the persistent decline in teachers’ pay has affected male teacher numbers more than their female counterparts.” Since 2010, there has been an increase of over 7,000 male teachers in state-funded nursery and primary schools Department for Education James Bowen, assistant general secretary at school leaders’ union the NAHT, said: “It’s important for all children and young people to experience a diverse range of positive role models. “The impact of a diverse school workforce, at all levels in education, is well recognised, including by the Department for Education. “It can help children and young people, especially those from deprived backgrounds, to visualise positive futures and fulfil their potential.” Julie McCulloch, director of policy at the Association of School and College Leaders (ASCL), said: “Having a diverse workforce is a huge asset to a school, but currently many are struggling simply to put a teacher at the front of every classroom. “A great deal of work needs to be done to make teaching a more attractive career to men and women alike. This includes reversing the real terms pay cuts that teachers have experienced since 2010, reducing unmanageable workloads and ensuring all schools are properly funded. “Until these issues are addressed then the profession will continue to lose men and women, whether they are new graduates or experienced teachers, to jobs that are offering more competitive pay and better conditions of service.” A Department for Education spokesperson said: “We want teaching to be an inclusive profession, with equal opportunity for all, regardless of gender, to develop and progress in their careers. “Since 2010, there has been an increase of over 7,000 male teachers in state-funded nursery and primary schools. “We want to continue bringing great people into teaching and have introduced bursaries worth up to £27,000 tax-free and scholarships worth up to £29,000 tax-free, to attract talented trainees in subjects such as mathematics, physics, chemistry and computing.”