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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

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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

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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

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Jazzy leadership: The essential elements of a great school leader

'Do not fear mistakes. There are none.’ From improvisation to risk-taking, drawing on two leadership books, John Dabell suggests some of the elements that make for effective school leadership

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Getting the most out of your MAT

As a teacher, how do you get the most out of your school’s multi-academy trust? Paul Ainsworth looks at some of the opportunities MATs should be providing for their staff and what teachers themselves can do to take advantage

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The three Cs: Developing teachers’ digital & edtech skills

When we seek to develop teachers’ digital skills, we too often focus only on cognisance and fail to develop both competence and confidence. Dr Fiona Aubrey-Smith advises

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Resignations and retirement: A looming leadership crisis?

There are real fears that the added pressure of Covid-19 will drive many more headteachers to quit. Suzanne O’Connell looks at the barriers we face to headteacher retention and recruitment

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How to improve CPD and teaching – right now!

A report from the Education Endowment Foundation advises on ensuring effective CPD in schools. Roger Higgins outlines some of the practical lessons we can learn from the findings

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Taking a step back from burn-out...

Burn-out is not inevitable. As a school leader, how do you take care of yourself? Frances Robertson urges you to avoid burn-out by making time to reflect and step back from the chaos...

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Meet the two Mr Ps...

The Two Mr Ps in a Pod(Cast) is one of the most popular educational podcasts. Emma Lee-Potter meets the two brothers behind the show and shares some of their anecdotes about primary school life

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Flexible working: How can it work for your school?

Over the last 18 months more school staff will have worked flexibly than ever before, but what does flexible working actually mean in the school context? Louise Hatswell looks at employment law, best practice and offers some guidance for employers

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Quality first teaching: Six features of excellent explanations

Teaching is explaining. But how do we explain effectively? Robbie Burns draws on research evidence and best practice and distils them into the six principles of excellent explanations

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Achieving workforce diversity (while avoiding tokenism)

How do we create meaningful representation in our schools? Hannah Wilson, director of the Diverse Educators network, advises how we can diversify our workforce while avoiding tokenism

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Self-care isn’t selfish: How to look after yourself

Looking after yourself is not selfish – in fact it is a vital part of being able to perform at your best as a teacher or school leader. As a new school year begins, Sophie Howells reminds us all to prioritise self-care

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CPD: The four big questions all school leaders ask

There are four big questions that school leaders ask time and again when it comes to their CPD provision. In this article, Maria Cunningham answers them and offers some practical advice

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Leadership: Certainty in uncertain times

A new academic year dawns and we continue to live with the uncertainty of the pandemic. Dr Pooky Knightsmith offers us some simple ideas for leading with certainty in uncertain times

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Research and evidence-led teaching: From consumers to creators

Following up their previous article on how to interpret educational research, Dr Fiona Aubrey Smith and Prof Peter Twining urge teachers to shift from being consumers of research to co-creating and sharing their own knowledge and experiences…

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SENCO workload: Identifying barriers and finding solutions

There are far more pupils who desperately need the expertise of the SENCO than the SENCO can realistically support according to on-going workforce research. Co-author Hannah Moloney responds to the findings

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Early Career Framework: Roll-out and next steps

The Early Career Framework is here and with it comes a new two-year induction cycle for early career teachers across England. Leora Cruddas identifies some key questions schools should be addressing as full roll-out of the ECF begins...

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Employment law and Covid-19: The key issues

With a new term upon us, where do we stand in relation to our school staff, vaccinations, self-isolation and other key Covid-related issues? Employment law expert Jane Hallas offers her reflections

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CPD: How to unlock education research

Unpacking research findings can be challenging. Dr Fiona Aubrey-Smith and Professor Peter Twining offer teachers and CPD leaders some practical tips about how to source and interpret the latest research efficiently and effectively and discusses some of the common flaws to look out for

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CPD that makes a difference: A checklist for schools

For professional learning to be effective teachers must have clarity about the changes they are seeking and agency so that they can act upon their learning. Fiona Aubrey-Smith offers a checklist for schools

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Four ideas to tackle workload in your school

Teacher workloads have always been heavy but the pandemic has added to the strain. Former deputy head Graham Cooper suggests some practical approaches to cut down on time-consuming tasks and give teachers more time

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Flexible working: How to job-share the role of primary headteacher

Job-sharing the role of headteacher is an increasingly popular option. Co-heads Alison Fitch and Rebecca Stacey explain how their role works, why it is effective and why job-sharing could be a key factor in retaining more teachers

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Using technology for impact: The SAMR model

The SAMR model helps schools to analyse where they are with their edtech use and identify next steps, CPD requirements and development goals. Osi Ejiofor looks at how it works in practice

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