first 1 2 3 4 5 nextlast

School Profile: Opportunities for all…

Last November, Christ Church CE School was judged outstanding across all areas. Emma Lee-Potter looks at the school’s vision and values, the key aspects of their practice and their advice regarding Ofsted inspection

---

LGBT: Common questions

Equality and diversity consultant Adele Bates answers some of the questions she is commonly asked by teaching staff in primary schools

---

Staff wellbeing: Showing your vulnerability

Julian Stanley talks about the importance of schools leaders showing vulnerability and the positive impact this can have on staff

---

Supporting speech, language and communication needs

The recommendations from the Bercow: Ten Years On review can help primary schools to ensure that pupils’ speech, language and communication needs are properly supported. Mary Hartshorne explains

---

New year, new roles, new networks

As the new year begins, the importance of having supportive professional networks around you is clear. Fiona Aubrey-Smith gives us some suggestions

---

Coaching: More than just a queue of questions

Investing more time in coaching approaches to professional development could pay dividends for your schools, says assistant principal Laura Mackay. She offers some tenets of good practice

---

Parental participation and pupil outcomes

The importance of parental participation in primary education is clear, especially for those considered ‘hard-to-reach’. Yet how much of a priority does your school give to this agenda? Donna Chambers reports on her research into engaging with parents and the links to pupil outcomes

---

Making the most of your learning spaces

Cuddington Croft Primary has been working to make better use of the potential learning spaces around the school. Deputy head Alice Cunningham outlines the action research they undertook and how they developed their design for new learning environments

---

Case study: The power of coaching

Having both experienced significant challenges within their early days of headship, Louise Gohr and Helen Morris first connected through the power of coaching and spotted an opportunity to lead their schools using this life-changing approach

---

Using the Pupil Premium Plus effectively

The Pupil Premium Plus grant for looked after and other vulnerable pupils is £2,300 per-student, but many schools are still uncertain as to how it can best be utilised. Virtual school headteacher Darren Martindale advises

---

EAL: Supporting new arrivals in your primary school

Many primary schools will have new arrivals this September who have English as an additional language. Continuing our series on EAL, Emma Parsons recommends effective induction procedures, an EAL assessment tool, and differentiation strategies and resources for use in the classroom

---

Preparing for statutory relationships and health education

The government has finally published its draft guidance for the new subject of relationships and sex education – and has also set-out plans for statutory health education. Lucy Emmerson advises schools on how to begin preparing

---

Religion, culture and diversity

Today more than ever primary schools need to adopt an interesting and creative approach to teaching issues relating to diversity and difference, argues Phil Champain

---

Taking the long view of school leadership

Awakening the talents of the senior leadership team will unlock the long-term success of primary schools. Former primary executive headteacher Vin Osbaldeston speaks to Liam Donnison

---

Priority areas for your first weeks as headteacher

Are you embarking on your first term as a headteacher? National Leader of Education, Helen Frostick urges you to seek the support of an effective mentor and lists some of the areas you should focus on in the first weeks of your tenure...

---

The challenges facing our rural primary schools

As new research sheds light on the ‘perfect storm’ of challenges that rural schools face, Imogen Rowley provides some practical tips on keeping your rural school afloat

---

Interpreting the outcomes of standardised tests

Many schools use standardised tests as part of their assessment practices. To help you get the most out of standardised tests, Liz Twist outlines some of the key terms and information

---

Parental engagement: Building strong relations

A positive home-school relationship is an important part of helping your new pupils to settle in. The ethos and practice you establish now will be what your parents will come to expect. Suzanne O’Connell identifies some ways of getting these partnerships off to a good start in the new school year

---

How are schools using evidence-based strategies?

Do you go by intuition, by what your neighbouring school does or what you’ve always done? Or, do you use the Education Endowment Foundation’s Teaching and Learning Toolkit to guide your decisions? Recent research has outlined what schools are using and why. Suzanne O’Connell reports

---

Engaging reluctant readers

Engaging reluctant and struggling readers is a clear challenge for every primary school. Ahead of a workshop focused on this issue, Angela Fuggle from the literacy charity Beanstalk offers some practical tips

---

Making the most of assessment data

Collecting assessment data is easy – but with so much data available, collecting the right information and ensuring you are using it effectively to support pupils’ learning can be more difficult. Emily Jones explains

---

More depth and detail: The new safeguarding guidance

Local Safeguarding Children Boards may be on their way out but schools will still be on the frontline when it comes to child protection. Suzanne O’Connell outlines the major changes and implications for schools of the new Keeping Children Safe in Education guidance

---

Supporting your EAL learners

In a new series focused on supporting pupils with English as an additional language (EAL), Nic Kidston and Katherine Solomon discuss how schools can learn more about who their EAL learners are and how they can be empowered and supported to fulfil their potential

---

Baseline Assessment: Where it will end?

Despite past failures, the DfE is still convinced that the best measure for pupil progress must begin in Reception. But with a long implementation timeframe, fierce opposition and unions threatening to boycott, the story is not finished...

---

Teaching assistants’ role in managing behaviour

Research has shown that fear of ‘overstepping the mark’ can stop teaching assistants from managing behaviour. Dr Emma Clarke outlines some of the issues uncovered during her research and suggests ways in which schools, teachers and teaching assistants can support effective behaviour management

first 1 2 3 4 5 nextlast