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 2 comments
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 3 comments
Safeguarding: Are you covering all bases? Creating and maintaining a culture of safety is a priority for all primary schools. National Leader of Education and headteacher Helen Frostick advises on preparing and embedding effective practices and satisfying Ofsted requirements
Behaviour guidance with a sharp, no-nonsense edge Behaviour tsar Tom Bennett’s guidance contains some strong messages about behaviour in our schools. It also promotes a hard line. Suzanne O’Connell considers its main messages and how they apply to primary schools
Ideas for the summer... As the end of the year approaches, Fiona Aubrey-Smith speaks to headteachers from across the country who share a range of practical ideas to support pupil (and teacher) learning this summer term and into the school holidays
Relationships education: What should we expect? The campaign has been long and difficult, but at last those determined to see the introduction of statutory relationships and sex education have been rewarded. What can primary headteachers expect now as the discussions and consultations set in? Suzanne O’Connell reports
Case study: A non-confrontational approach to behaviour The outstanding Gilbrook School caters for pupils with social, emotional and mental health difficulties. Among its many strategies is a non-confrontational approach to behaviour management with minimal sanctions. Emma Lee-Potter paid a visit to find out more
Safeguarding: What are the early signs of abuse or neglect? Most schools are clear about those signs of abuse and neglect that should lead to a referral. But what about the first warning signs that something needs further investigation? NICE has released draft guidance to help schools and other services know what these are. Suzanne O’Connell takes a look
The mental health crisis Headteachers are reporting a rise in mental health needs among children. Yet, the resources to help support them seem to be lacking. Is the government right to put the emphasis back on to schools? Suzanne O’Connell reports
