Pedagogy

Go with the ‘flow’: Pedagogy in the EYFS

The ideal scenario for early years play-based learning is children who are naturally keen to explore and adults who know when to step back and when to intervene. Melody Lowe explains



Year 6 attainment: Filling in the gaps

In a bid to raise year 6 attainment, Lesley Keast led a project to identify and focus on the ‘key marginal’ students and close the gaps in their learning




Moving primary school lessons into the museum

A King’s College research project has investigated the learning, social and cultural outcomes when significant parts of primary education take place in museums and galleries. Headteacher Russell Dwyer, who took part in the research, explains


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


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


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


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


The growth mindset in key stage 2: Part 2

In the second part of his four-part series on the growth mindset approaches to teaching, Ross McWilliam discusses how to implement ‘starter’ growth mindset at key stage 2


Achieving effective differentiation

Differentiation is accepted as part of teaching, but do we really offer true differentiation to all students, including those with SEN? Daniel Sobel says that too often we don’t. He looks here at a more nuanced and investigative approach to differentiation


Trialling of the Visible Classroom in UK schools

A funded trial of the new ‘Visible Classroom’ approach to helping teachers see their own impact in the classroom is now open to applications from UK primary schools. Dr Janet Clinton explains more


Embedding a ‘mastery‘ teaching approach

‘Mastery’ teaching encourages pupils to learn to redraft and improve their own work, equipping them with a deep understanding of their learning. Jenna Crittenden explains how she worked to embed this approach at her school




What makes an inspiring teacher?

A research project has observed a group of teachers identified by their school leaders as ‘inspirational’ in a bid to discover what it is that makes an inspiring teacher. Tony McAleavy looks at some of the common traits that emerged


The definitive guide to great teaching?

The review What Makes Great Teaching? brings together evidence to guide practitioners. But should this review of research lead to a revolution in practice? Suzanne O’Connell takes a look at the study and speaks to schools with outstanding teaching


Education in Wonderland

A frustrated Sir Tim Brighouse calls for the powers that be to recognise the importance of effective CPD


Making the time to be creative

While many of us agree that a creative, broad education is crucial, the pressures of targets and SATs often interferes. Cathy Cross discusses the power of immersive learning, creativity, the role of basic technology, and how schools can make the time

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