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Below you will find the latest educational best practice articles covering . The role of teachers is constantly evolving as new advice, techniques and technology are implemented within schools, making it essential for staff to stay up-to-date with for the benefit of their pupils.

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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

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

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

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

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

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

Instructional coaching: What it is, how it works and why it matters

Considered by many to be the most effective form of teacher CPD, instructional coaching is gaining popularity in schools. In part one of a two-part article, Robbie Burns looks at what it is, why it works, three types of approach, and three principles for implementation

Social media, teachers and schools: How to avoid the pitfalls

Planned changes to safeguarding law could see schools conducting social media checks on prospective teachers. Legal expert Sarah Linden considers the common pitfalls of social media use for teachers…

The school run: Ideas to boost active travel

With thousands of schools situated in high pollution areas, decarbonising the school run is a priority for our children’s health. Chris Bennett offers some advice for primary schools and explains the successful School Streets approach

Jenny’s dilemma: How can you change school culture?

Ever tried changing school culture? Wholesale changes to practice rarely last. Harry Fletcher-Wood argues that small, step-by-step change creates a much better chance of success. He advises how…

Climate change and hope: Getting children outside

Getting children outside to enjoy nature and outdoor learning could be a key element in the fight against climate change, say Jacqui McDermid and Jo Gordon from the Natural Thinkers initiative

The golden triangle: How to improve performance management in schools

The golden triangle of performance management takes in quality improvement, performance development and CPD. Matt Bromley explains, offering some key tenets of effective performance management systems

In the classroom: Planning your learning spaces

How can we transform traditional classroom spaces to achieve more personalised learning? Headteacher Mel Shute describes her school’s involvement in the Planning Learning Spaces in Practice project

Reviewing your school uniform policy

New statutory rules on school uniform require schools to review their uniform policies, keep branding to a minimum, and ensure best value for money. Ciara Lamb advises how to develop a policy in line with the new guidance

Safeguarding: Spotting the signs of domestic abuse

Sadly, some children returning to school after Christmas will have been victims of domestic abuse. Elizabeth Rose considers what this could look like, the signs and symptoms staff might see and practical ways to respond

School culture & values: An unwritten ethos

Do you use your school’s values? Or are they positive-sounding aphorisms which are rarely dusted off in the heat of battle? Bill Holledge considers how we create and use school values and discusses the Paradigm Trust’s ‘Unwritten Ethos’

Case study: Developing an Early Help offer in response to Covid

Given the impact of the pandemic on families and children’s lives, work is on-going in Lambeth to revisit and revamp intervention and support via the Early Help offer. Headteacher Laura McPhee explains

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

How flexible working can succeed in your primary school

Flexible working is increasingly seen as a solution to recruitment and retention challenges, especially given our recent experience during Covid. Colin Hooker advises on some effective ways to offer flexible options which benefit schools, staff and pupils

After COP26: What and where next for climate work in primary schools?

From eco-anxiety to the curriculum, from school travel to buildings, there is much to do if we are to truly prioritise climate change education and carbon reduction in schools. Dr Verity Jones advises and signposts to a range of resources to help

Using the DfE Climate Change Strategy to develop your school's sustainability ethos

The DfE’s sustainability and climate change strategy sets out a range of actions across five key areas. Author of Leadership for Sustainability, Dr David Dixon, picks out his highlights and sets out why having a sustainability ethos is the only sensible option for schools