Reception to year 1: How to support pupil transition

Just because a child has reached a ‘good level of development’ at the end of reception class does not mean they are completely ready for life in year 1. Ben Case discusses transition and how we can support our youngest pupils

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Introducing unhomework: Five core principles to improve your homework

How can we generate successful homework without increasing workload? Mark Creasy labels his approach ‘unhomework’ and his learners always complete the tasks. He explains five core principles...

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How to write an effective SEF for your school

Are you about to tackle the school self-evaluation form? Ciara Lamb shares some tips for writing your SEF, so you can be confident it is set up to effectively support your school's development

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An (un)necessary evil: Five ways to stop testing from controlling your classroom

As primary school teachers, how can you embrace and take control of testing and not let it ru(i)n your life? Mark Creasy offers colleagues five things to remember

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Weekly Evaluation Sheet: A simple but impactful monitoring tool

After a ‘requires improvement’ judgement, as part of his school’s response Gavin Hamilton implemented the Weekly Evaluation Sheet to help focus minds, improve monitoring and intervention, and cut workload...

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Verdicts on the Reception Baseline Assessment

We have been anticipating the introduction of the Reception Baseline Assessment for years. With full implementation finally coming last term, has it lived up to expectations? Suzanne O’Connell speaks to schools and reflects on the choppy past and uncertain future of the controversial test

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Quality first teaching: Three principles for maintaining high expectations

We would all agree about the power of high expectations for all students. Robbie Burns offers three broad whole school principles for ensuring high expectations, as well as suggested actions and questions for reflection

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Six steps to supporting Afghan refugees arriving in your school

As refugees from Afghanistan begin to arrive in the UK, primary schools across the UK are ready to welcome the children of these families. Katy Isaac offers six steps for supporting these children and signposts to useful resources

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Whole class feedback: Strategies and experiences

Whole class feedback reduces workload and ensures we are responsive to student need. Robbie Burns considers research into effective practice and describes his school’s strategy for whole-class feedback

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Whole-class feedback: Practical tips and ideas

Giving whole-class feedback – when you address misconceptions and other issues as a collective – can have a big impact on student progress and your workload as a teacher. Adam Riches advises

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Covid recovery: The importance of EAL assessment

Setting accurate language targets and using tailored strategies will be crucial if we are to help the post-lockdown recovery of students who use English as an additional language. Caroline Bruce and Silvana Richardson explain and advise

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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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