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Behaviour: Inclusion using a trauma-informed approach

Some challenging behaviour in schools will be due to learned trauma responses. Dr Pooky Knightsmith offers some pointers for a more inclusive, trauma-informed approach

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Remote learning: How to handle objections from parents

Whether you have individual pupils self-isolating, or groups of pupils learning from home, you may come across objections from parents about the remote learning you are providing. Ciara Lamb looks at some potential concerns and how we might respond

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Pupil Premium: Tracking progress, challenges and involvement – a case study

A small sheet of paper completed four times a year has transformed one primary school’s approach to Pupil Premium support and intervention. Jessica Hawley explains

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Pupil Premium: The persistent problem of poverty

Covid-19 is expected to exacerbate the already stark child poverty crisis facing millions of young people in our country. Sean Harris looks at how schools might poverty-proof their work

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Complaints & investigations: Why they arise and what to do

Every school leader will have to handle complaints and oversee subsequent investigations. Expert Dave Verma offers some advice on handling the initial complaint and conducting a professional investigation...

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A question of time? Priorities and considerations for the ‘catch-up’ funding

The Covid catch-up funding should not be used simply to create more ‘time’ for schooling, but should be used to make the most of the time we have and to get students to a place where they can re-engage with their learning. Jon Gibson and Ben Slater explain

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Covid-19: Managing and supporting your school's staff

With increased staff absence due to Covid-19, increased anxiety among our colleagues, and an ever-changing landscape, supporting and managing our teaching colleagues is a priority for school leaders this year. Employment law expert Jane Hallas offers some tips

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Some big questions about CPD and learning this term and beyond

What has been the impact of coronavirus on staff professional development in your school? What are the questions you and your teachers should now be asking? Fiona Aubrey-Smith gives us some food for thought

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Staff wellbeing: Managing feelings of anxiety

School staff may well be struggling with feelings of anxiety as the pandemic continues and schools remain open. Sophie Howells advises

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Creating a shared culture of professional learning across a MAT

The Academy Transformation Trust has launched its own institute to drive a shared culture of professional development for almost 2,000 staff across 22 schools. Kathryn Morgan speaks with institute director Abby Bayford to find out how this works in practice

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The National Tutoring Programme roll-out: How will it work?

The £350m National Tutoring Programme will begin operation after the October half-term. Two main strands will support schools’ work with pupils whose education has been hit hard by the Covid-19 lockdown. Director Robbie Coleman looks at how it works in practice

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Assemblies during Covid: Breaking with tradition

Should the ‘build back better’ ethos that many schools have adopted during the Covid pandemic see a new approach to assembly time? Headteacher Emma Gray offers some practical reflections

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Six steps for a positive mindset in the maths classroom

If a student believes they are not good at maths it can have a negative impact on their attitude and confidence. Alexandra Riley offers six tips to help shift young people’s mindset and make a positive difference to their outcomes

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Covid-19: Keeping parents involved

Primary schools pride themselves on their relationships with parents, but in the socially distanced era of Covid-19 this has become more problematic. Suzanne O’Connell speaks to school leaders about how they are maintaining parental engagement this term

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Supporting pupils who have to self-isolate

The emotional implications of individual pupils or entire social bubbles being forced to self-isolate should not be dismissed. Shahana Knight looks at how we can manage and support the emotional wellbeing of children who are ‘sent home’

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Spending the £650m Covid 'catch-up' funding: Some things to consider

The government’s £650m so-called catch-up premium amounts to £80 per-pupil. Matt Bromley looks at how the funding is being delivered, how we might spend it, and Ofsted’s role in the coming months

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Covid recovery: What kind of support will EAL pupils need this term and beyond?

Teaching and learning post-lockdown presents many challenges. Silvana Richardson considers how we can support the most disadvantaged EAL pupils, who as well as suffering a hit to their learning, may have also experienced a language learning loss...

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Cognitive load theory in the primary classroom

What is cognitive load theory and how can it help teachers in the classroom and with their pedagogy? Steve Garnett, author of a new teacher’s handbook on cognitive load theory, offers some practical pointers

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Covid challenge: How to make blended learning engaging for students

From the end of September, government Covid guidance requires that schools have in place remote learning contingency plans. Colin Hegarty looks at what your blended learning strategies must consider

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The Wheel of Teaching: How do you score?

The Wheel of Teaching sets out eight aspects of your teaching life that are crucial to your wellbeing and job satisfaction. Drawing on the advice in his new book Love Teaching Keep Teaching, Peter Radford explains

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Planning your school's digital strategy post-Covid

With the future still uncertain, digital plans for schools have taken on a new significance and we must ensure that ed-tech can be used effectively both in-school and remotely. Al Kingsley offers some advice and reflections

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Behaviour: Verbal and non-verbal communication

There are many children who expend much of their time and energy trying to decipher adult communications and masking their responses with ‘poor behaviour’ when they feel that they have misunderstood. Sara Alston looks at verbal and non-verbal communication

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Lost learning? Why we must avoid a deficit teaching model post-lockdown – and how we can do it

The rhetoric around ‘lost learning’ is not helpful and should be avoided, says Matt Bromley. Drawing on the words of David Ausubel and Dylan Wiliam, he looks here about why we must avoid the deficit model when teaching this academic year

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Creating inclusive classroom environments: Practical advice & ideas

How can we best support pupils who struggle with behaviour or emotional wellbeing? What does a positive, inclusive classroom environment look like? Virtual school headteacher Darren Martindale offers some advice and ideas

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Covid-19 recovery: Time to start listening to our pupils

What does ‘recovery’ mean? Post-lockdown and as the Covid-19 pandemic continues, we are all talking about pupil wellbeing – but are we listening to the children? Jenny Mosley urges a renewed focus on circle time and other ways of supporting pupil (and staff) wellbeing

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