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
Children missing education: It’s time to track the vulnerable Schools are expected to follow up every absence, and yet there are thousands of children who have nobody checking up on them at all. The issue of children missing education is difficult to tackle, so what can be done to protect the vulnerable? Suzanne O’Connell reports
Behaviour management: Using reflective language Using reflective language to meet the emotional and behavioural needs of children can have a big impact on behaviour and learning. Cath Hunter advises
Pornography and other online safety issues The impact that exposure to pornography has on the lives of young people is becoming alarmingly clear – and it is increasingly becoming an issue for primary-age pupils. Stephanie Enson explores the problems and discusses preventative strategies
Will the latest safeguarding changes make a difference? Schools are on the front-line when it comes to safeguarding our children. With government guidance currently being overhauled after the Children and Social Work Act, what should schools be aware of?
Prevent: A curriculum issue? Earlier this year, a report into multi-agency Prevent work suggested that a shift in focus is needed for this agenda in schools. Author Dr David Lundie sets out his findings
How to create a mentally healthy school Creating mentally healthy schools benefits staff and pupils. Emma Mamo from the charity MIND offers her advice both to schools themselves and to staff who are struggling with a mental health problem
The Stella Project: Supporting our vulnerable learners The Stella Project has been working with professionals to provide mental health training in order to better support vulnerable learners. Clare Stafford explains more about the legacy the year-long project hopes to leave
Bullying vs banter: Where do we draw the line? We often hear people say that ‘it was only banter’. But where does playful ‘joshing’ turn into something hurtful and when does that become bullying? As planning begins for Anti-Bullying Week 2018, Martha Evans considers how teachers can tell the difference
Tackling LGBT prejudice How should primary schools go about tackling issues relating to homophobic, biphobic and transphobic bullying and language? Stonewall’s Sam Hardwick advises and signposts some of their primary resources
Pastoral support: Anticipation and preparation Pre-emotion coaching supports children’s ability to regulate feelings. Educational psychologist Licette Gus takes a quick look at this technique
A calming, therapeutic classroom environment How can you create a therapeutic and calming classroom environment that cultivates learning? Play therapist Shahana Knight offers some suggestions and guidance 1 comment
Therapeutic interventions to drive school improvement Introducing a range of therapeutic provision in his disadvantaged primary school was at the heart of Dr Tim Cook’s school improvement strategy
Talking about disfigurement How should we talk about disfigurement in the classroom? Dr Jane Frances and Alexis Camble from the charity Changing Faces offer advice on how to ensure our schools are inclusive
Attachment theory in schools The implications of attachment theory are becoming more and more relevant to the work of schools. Professor Elizabeth Harlow looks at the research and signposts a range of resources, training and support
Mental health: Giving children a head start Supporting the mental health and wellbeing of primary age children has long been a burning issue for Dr Andy Hodgkinson, as Liam Donnison finds out
Mid-year transitions: Supporting new arrivals How do you welcome children who join your school mid-way through the school year or mid-way through their primary education? Fiona Aubrey-Smith looks at some of the simple strategies that schools use to help children settle in to already established classes and year groups
Supporting your challenging students Daniel Sobel reflects on the challenges often presented by our more difficult students, and how as a whole-school team we might be able to overcome these problems before it is too late 1 comment
Early Help – getting it right Early intervention is crucial if we are to give pupils the best chances of success. Ann Marie Christian offers her practical strategies and advice on creating and managing an effective early help programme
Is your new intake ‘ready’ for school? There is on-going concern about the extent to which children arrive at school ‘ready to learn’. Anne Lyons looks at the challenges for school leaders
Early learning and child wellbeing research The National Foundation for Educational Research (NFER) is piloting the OECD’s new study of early learning and wellbeing in England later this autumn term. Caroline Sharp explains what the study is about and what it will mean for schools
SATs: Protecting pupil wellbeing As another year begins, Laura Ralph looks at how schools might support those pupils who are facing SATs this year and who might soon begin to feel the pressure around their assessments
The links between character education and mental health The government is to strengthen the role of schools both in preventing mental health problems from arising and in supporting pupils in crisis. Anna Feuchtwang considers the part that ‘character education’ can play in new policy
Child abuse: The ‘art’ of listening It takes on average seven years for children to disclose sexual abuse and teachers are on the frontline. Safeguarding expert Sam Preston asks if your staff really know how to ‘listen’ to their pupils
Setting up a primary school nurture group Drawing on the work of South Rise Primary School, Jo Corrigan considers what makes nurture group provision successful, the impact it has on children and their families, and offers advice for schools
