I was saddened to hear that Schools Week鈥檚 legendary cartoonist Stan Dupp is 鈥渉anging up his pencil鈥�. I came across him on Twitter many years ago, and I was immediately impressed with his ability to capture the absurdity of working in education with wit, warmth and humour. We quickly became friends and 鈥楽tan鈥� would send me little sketches. In 2017, there was an outcry from the early years community when Ofsted published Bold Beginnings. I led the social media charge to some extent, and 鈥楽tan鈥� took the opportunity to send me a portrait depicting me as Merida, from Disney鈥檚 Brave. I really felt like I had arrived in the education world! Malcolm (his real name) went on to draw the cartoons for our Firm Foundations conferences. He was generous with his time and work and became a valued and trusted colleague. Over the years I鈥檝e featured in a few of his cartoons, and it鈥檚 always a huge honour, but nothing will beat the thrill of that first 鈥淏rave鈥� moment. I wish him a long and happy retirement. Ruth Swailes, Educational consultant and early years strategy lead, Wirral Council For better or for worse? Schools Week鈥檚 coverage of the government鈥檚 annual behaviour survey reveals teacher perceptions that behaviour remains a significant challenge, and one that is getting worse, not better. (Schools more disorderly and parents less supportive of behaviour rules, 1 September) Meanwhile, however, inspection outcomes for behaviour and attitudes have been 鈥淕ood鈥� or better in more than 90 per cent of schools over the same period. Is there any other aspect of the inspection framework so apparently out of sync with stated frontline experience? Either feedback from the profession is unrepresentative, or the inspection process is failing to capture the reality of behaviour in schools. If the former, then we would do well to have more robust data with which to counter the claims being made. And if the latter, then it must lead us to question the value of including a behaviour grade in the framework at all. Either way, such a gulf in perception between those within the profession and those who inspect it cannot be ignored. Michael Merrick, Diocesan schools commissioner, Diocese of Lancaster Once more unto the breach School staff data being compromised by a cyber-attack over the summer is shocking, but more breaches are inevitable. (School staff personal data potentially 鈥榗ompromised鈥� in Intradev cyber attack, 28 August). According to the government鈥檚 , nearly half of primaries and 60 per cent of secondaries reported cyber incidents last year. What鈥檚 at stake is some of the most sensitive data imaginable: medical records, safeguarding logs, EHCPs and details about looked-after children. A single breach could expose vulnerable pupils to real-world harm. Yet many schools still lack the understanding of risk, sufficient budgets, training and support to defend themselves. Sadly, professional organisations which offer (often free) cybersecurity training to staff and students remain under-utilised. We desperately need every educational leader to recognise that cybersecurity isn鈥檛 a nice-to-have or tick-box exercise but fundamental to their duty of care. Likewise, policy makers and the cybersecurity sector must ensure protection comes before profit so that safety is accessible to all. Jo Starsmeare, Director, Evolve-IT Ltd Tata for now Whilst I love the idea that the responsibility for administering the Teachers’ Pension Service is going to anyone rather than Capita (Handover of 拢233m teachers鈥� pensions contract to Tata delayed, 26 August), as someone who is already in receipt of a teacher’s pension I can tell you that it’s already digitalised and automated, and I can already access any data I choose to. The DfE should know this, so why is this the big selling point for giving Tata Consultancy Services the contract instead? Something fishy here for sure. As usual. Johanna Smith, Retired English teacher, Newcastle upon Tyne Board of IT This is the reason I stopped being a team leader for an exam board (Examiners deserve better than the tech problems they face, 20 August). Too much time was being spent trying to help examiners with IT issues and not enough time on the discussion of the answers to questions on the paper. Neil Peter Fazackerley, Former head of music and music examiner To respond to anything you’ve read in Schools Week this week, comment anywhere on our website or email letterstotheeditor@schoolsweek.co.uk