Best Practice

Pastoral support: Emotion coaching

Emotion coaching is a concept that could help schools to better support students’ social, emotional and mental health. Educational psychologists Licette Gus and Dr Laura Meldrum-Carter explain


Wellbeing and life-skills

What first steps can primary heads take to set up a strategy that will help pupils develop the wellbeing and life-skills they need for success? Colin McLean shares some advice


Education on show at the NEC

This year’s Education Show takes place from March 16 to 18. We preview the free event, with a look at some of the CPD, exhibitors and other attractions


Barriers to a growth mindset

Over the last few months, Ross McWilliam has been looking at adopting growth mindset approaches, particularly for key stage 2 pupils. In this final article in the series, he considers some of the barriers to this way of teaching



Challenging schools: Five recurring themes

Every school is different and must tackle its challenges in a way to suit its own circumstances. However, Daniel Sobel has seen some generally recurring themes in schools that could be classed as ‘vulnerable’ or ‘challenging’


Case study: Improving attainment in year 4

In a bid to bridge the gap between years 2 and 6, school leader Ciara Murphy focused on outcomes in year 4, implementing four key strategies to improve attainment in reading and writing


Ideas and strategies to engage reluctant readers

Reluctant readers in their final years of primary education are in danger of entering adult life functionally illiterate – with all the risks that this brings. Georgina Jones looks at what parents can do and offers teachers some ideas for use in class


SEND reforms: Still no real culture change

It is now more than two years since schools were required to implement the new SEND Code of Practice. Now the Scott Report and local authority inspections have thrown more light on current practice. Are the changes really delivering for our SEND children?


What are the next steps for primary assessment?

Could it be the calm after the storm? 2016 was not an easy year for assessment co-ordinators and their schools. Now Justine Greening offers reassurance that 2017 will be better. But will it? Suzanne O’Connell reports


Staying compliant

What do you really have to do to stay compliant this year? Do you know the real requirements from the myths? Marianne Pope puts some commonly (mis)understood expectations to the test


Which type of headteacher are you?

Theories about leadership types are nothing new. However, a new piece of research has identified specific leadership types and how they relate to factors such as pupil outcomes and even the amount you earn. Suzanne O’Connell asked some headteachers where they would place themselves



Planning a new SEND building

Developing new facilities and buildings to cater for pupils with SEN and disabilities can be a challenge for schools. Gareth Barber discusses the requirements, offers expert advice, and looks at a case study of one school’s building project


The growth mindset in key stage 2: Part 3

In the third part of his four-part series on growth mindset approaches to teaching in key stage 2, Ross McWilliam looks at whole-school strategies to involve pupils, staff and your parents


Safeguarding and the law

From radicalisation to female genital mutilation, are your staff up-to-date on their safeguarding duties and will they know what to do if they suspect abuse? Safeguarding specialist Sam Preston offers her advice


Middle leaders: Great teaching and CPD

?Middle leaders now have a key role in developing great teaching across their teams, which of course involves securing effective CPD – but what are the best ways to achieve this? Bridget Clay advises


Why you should let your year 6 pupils play!

Play can be an important outlet for children, but by the time they reach key stage 2 it has often all but stopped. Play therapist Shahana Knight argues the importance of play in all year groups, especially year 6


Pupil Premium: A gap that’s proving hard to shift

The government has made it clear that narrowing the gap between those who are disadvantaged and their peers is a priority. Five years after the introduction of the Pupil Premium, are we any closer? Suzanne O’Connell takes a look



Case study: The arts across the curriculum

Balancing high-quality arts provision with meeting core academic measures is a challenge for primary schools. Jane Ryder discusses how this is tackled at Sidegate Primary School and offers some examples of their practice


Positive male role-models

For many pupils, having a positive male role-model in their lives can make a big difference to outcomes. Kim Jones suggests hosting workshops to give your fathers a chance to engage with their children and the school


Creating pupils who take responsibility for their own learning

Creating responsible children and encouraging your students to begin to take responsibility for their own learning is an admirable ambition for every school. Fiona Aubrey-Smith draws on some examples of good practice to offer advice, ideas and guidance


Music education: An evaluation of In Harmony

The In Harmony project has received £3 million in government funding to bring music opportunities to primary pupils in six disadvantaged areas. Dorothy Lepkowska looks at a new evaluation of the scheme’s impact so far


Encouraging pupils to make friends

Making friends is a key learning curve of primary school and teaches pupils many key skills for later life. However, it is something that some pupils can find difficult. Naomi Richards offers some ideas for how schools can help pupils to make and retain friends

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