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Case study: Creating an inspiring reading environment

Drawing on research evidence, Nafferton Primary School has gone all-out to create a reading environment to inspire its pupils and make them want to pick up a book. Lucy May and David Murray explain how

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Coronavirus: Home education resources for schools, teachers and parents

A range of resources and education services are being offered to schools and parents to help support the home education of students during the coronavirus crisis. Dorothy Lepkowska looks at some of what is out there, including a number of free-access resources

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FGM: The safeguarding responsibilities facing schools and teachers

Teachers in England and Wales are subject to the duty to report FGM. What does this mean in practical terms and how should you advise and train staff to ensure compliance? Suzanne O’Connell recaps the duty

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Work scrutinies as a part of school improvement

Joint work scrutinies are a potential feature of Ofsted inspection. To help prepare, Kaley Foran looks at making joint work scrutinies a regular and constructive part of your school improvement processes

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EAL strategies for multilingual classrooms

The diversity to be found in today’s classrooms requires that EAL strategies be embedded within pedagogy and teaching and learning. Kamil Trzebiatowski offers some advice and signposts free resources

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Coronavirus: Crisis management and school closure – issues to consider

Schools are closing across the UK in the face of the coronavirus emergency. As they prepare to shut their doors, Matt Bromley looks at some of the issues headteachers will need to think about, including practical considerations, supporting staff, the continuation of learning, and safeguarding

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Brutal or a blessing? Reactions to the new EIF

Headteachers have described the new Ofsted inspection regime as ‘brutal’. Unsurprisingly, the chief inspector disagrees. Suzanne O’Connell looks for the truth behind the impact of the EIF so far

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CPD: Five things schools should…

Are you planning next year’s CPD programme for your schools? Maria Cunningham suggests five things the evidence says you should leave out

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Persistent absence: What can schools do?

One in 10 pupils are considered to fall into the category of being persistently absent, meaning they miss 10 per cent or more of school sessions. So why do these pupils continue to stay away and what can schools do about it?

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Ofsted’s changed regime: Questions to consider

The Education Inspection Framework is a radical departure from what has gone before. Danny Cuttell considers some aspects that you might have missed and asks some key questions of your curriculum provision

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Therapeutic schools: Dealing with behaviour incidents

Why do we tell children off? Because we are trying to teach them something. Shahana Knight says that this is best achieved with a therapeutic approach to behaviour incidents

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Staff wellbeing: The problems of presenteeism...

Presenteeism is a rising issue in the workplace, and can be a particular problem for schools...

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Reducing single-use plastics in your school

We throw away more than 34kg of plastic packaging per person every year. Schools must do more to encourage initiatives to reduce the consumption of single-use plastic. Trewin Restorick offers some simple ideas

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Differentiation: Time to rethink our approach?

Differentiation for pupils, including those with SEN, is important – but it does not have to be all-consuming for the teacher. Daniel Sobel and Sara Alston discuss some simple adjustments to our thinking and teaching

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How to pick the right candidates for interview

Perfecting the interview shortlisting process is a vital stage of recruitment and helps you to find the right talent for your school. Kaley Foran sets out some tips for navigating the shortlisting process, including ensuring your process is fair and being prepared for if a decision is challenged

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Perhaps the greenest school in England...

How do primary schools translate children’s anxieties about our planet into practical learning opportunities? Nick Bannister spoke to a Greater Manchester primary which has forged a national reputation for its approach to environmental education

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SEND: Engaging with your parents

In the last of three articles on parental engagement, Dorothy Lepkowska looks at SEND – an issue where effective and open collaboration and communication between parents and schools is vital

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How well do you know your cognitive bias?

Cognitive bias can present itself in many forms and can hamper your school’s work to raise attainment and close the gaps. Fiona Aubrey-Smith asks whether cognitive bias is holding you, your colleagues or your school back

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A guide to parent councils

One way to improve parental engagement, involvement and communication in your school is via a parent council. John Jolly from the charity Parentkind explains more and offers some tips

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Tackling period poverty: Primary school roll-out

The government has agreed to fund free sanitary products in schools to help end period poverty. Chris Brown looks at what the research says and how schools might approach implementation

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Planning for school security

Headteachers are very much aware of the need to protect pupils and staff. However, navigating the guidance and legal obligations can be difficult. Suzanne O’Connell looks at new online advice to help those responsible for policy and practice

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Ten ideas for using research in your school

How do we engage teachers with research? And how can we turn this engagement into impact? Alex Beauchamp offers 10 principles for developing research-informed professional learning

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Recognising pupils’ feelings and emotions

Learning to recognise feelings and emotions is an essential part of growing up, but it will not necessarily come naturally. Shahana Knight looks at how we can help support our pupils to spot, identify and manage their feelings

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CPD: Books on the balcony...

School leaders can find inspiration and solutions if they build reading for professional development into their schedules, says Yvonne Gandy

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RSE: Asking young people

Who better to ask about what is needed from relationships and sex education than the children themselves. This is what the Sex Education Forum has done and the findings are revealing. Lucy Emmerson explains

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