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Improving attendance for Pupil Premium children

Attendance is a priority for Ofsted and the DfE is to introduce new requirements for schools. Xavier Roeseler outlines some strategies for supporting Pupil Premium children to attend

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Safeguarding: Getting the basics right – every time

The basics of safeguarding revolve around identifying children at risk of harm and we can never take this work for granted. Elizabeth Rose recaps the four main types of abuse, the principles of effective staff training, and the basics of keeping children safe from serious harm

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Wrap-around provision as part of Covid recovery

Before and after-school clubs have been hit hard – first to be cut, the last to be reinstated. But they could be exactly what disadvantaged pupils and your Covid recovery plan need, says Suzanne O’Connell

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A Champion for Every Child: A case study of one-to-one tutoring provision

A Champion for Every Child is a pastoral tutoring programme that has had a notable impact for thousands of Pupil Premium pupils across the Kemnal Academies Trust. Emma Lee-Potter finds out how it works in practice at Smarden Primary School

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Hand-washing and hygiene: Improving primary school toilets

Toilet areas in schools can sometimes be neglected, resulting in poor hand hygiene and pupils reluctant to use the spaces. Dr Catherine Stones has been looking into how we can change this using some very simple ideas

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Women in leadership: Smashing the glass ceiling

Despite teaching being female dominated, men remain twice as likely to hold leadership positions. Headteacher Erika Eisele considers why this is and reflects on her own experiences as a school leader

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Empowerment and school leadership: How empowered do you feel?

As we move through an age of empowerment, Jonathan Cordiner considers and challenges what empowerment is, what it really looks like, and what it means to and for headteachers

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Five lessons of primary leadership

After 10 years as a headteacher in east London, Tom Panagiotopoulos has written a book chronicling his experiences. We asked him to give us five lessons for successful primary school leadership

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SONAR leadership and a pedagogy of connection

School leaders should ‘seek first to understand, then to be understood’ if they are to build relationships – and that requires active listening. John Dabell explains the principles of SONAR leadership

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How can we support pupils who have Long Covid?

How does Long Covid affect children and young people in the classroom and what can teaching staff do to help them? In the second of two articles on the impact of Long Covid on the young, Dr Sue Peters offers some practical advice

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A culture of ethical leadership: Five approaches

As we emerge from the pandemic, ethical leadership has never been more important. But what does it look like? Primary school head Jim Mepham looks at five main approaches and the principles of ethical decision-making

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Exhausting, painful, lonely: The impact of Long Covid on children

Tens of thousands of children are suffering with Long Covid. In the first of two articles to help schools support children with Long Covid, Dr Sue Peters considers the impact of this mysterious and often debilitating illness on pupils

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How governors can support staff wellbeing

How can your school’s governors help to support the wellbeing of your staff? Neil Collins offers some pointer

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Four steps to develop your school’s senior leadership team

Building and developing a successful senior leadership team is an important part of the role of a headteacher. Simon Clark shares four strategic tips for how you can do this

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Designing whole-school CPD: Three streams, one cycle

With so many high-quality materials available to schools, the challenge these days is not the what of CPD, but the how. Applying recent EEF research into the mechanisms of effective CPD, Robbie Burns advises on designing a whole-school CPD cycle

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Safeguarding: What does a culture of safety look like?

Safer working practice in schools is crucial to establishing safe cultures and ensuring effective safeguarding. In this article, Elizabeth Rose explains how schools can minimise opportunity for harm perpetrated by those working with children

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Teacher appraisal: Professional development reviews

Teacher appraisal forms part of established practice in maintained schools and the majority of academies. Brian Rossiter shares practical advice when reviewing performance with colleagues as part of a professional development cycle as we move into a post-Covid world

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The chronicles of a therapeutic classroom: How much does it cost?

So far this year, Shahana Knight has had a great response to her therapeutic classroom diary, but readers are asking one question above all others – how much does it cost?

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Always asking why: Placing pupils at the heart of your school

Learning happens when learning is the focus, when learning is valued and when learning is modelled. Everyone at Sherborne House School is on an educational journey – pupils and staff – and they share a common language of learning. Fiona Aubrey-Smith paid a visit

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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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Staff wellbeing: Which talking therapy is best for you?

As a school leader, do you talk about the pressures you face? Talking helps wellbeing and prevents burn-out. Emily Kenneally considers how you can make time to talk and outlines different types of talking therapy and their uses

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Weaving health and safety into school culture

Health and safety needn’t be complex or onerous. It’s about being curious and using common sense, especially when it comes to risk assessments. Stephen Horn offers some advice for school leaders

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Twelve ways to lead like a turtle

Do you lead like a turtle? John Dabell explains why turtles can teach us a lot about effective school leadership

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CPD: Building a culture of collaboration that sticks

When it comes to professional development, how can school leaders build meaningful and impactful collaboration? Concettina Johnson offers some questions for reflection, examples and tips

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Mental health: Moving from reactive to proactive support

We consistently talk about proactive, positive solutions for pupils’ physical health. So why can’t we do the same when it comes to their mental health? Headteacher Ben Levinson looks at how schools can ensure a positive focus on mental health

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