Engaging Parents: Moon’s Moat First School, Redditch
Communicating with parents of disadvantaged children can be an ongoing challenge. Carolyn Kelly, Deputy Head Teacher shares ways to connect.
Recovering The Lost Boys of St. Helens
A campaign called BLUSH is trying to lift young males out of their shocking language delay. Kathryn Boothroyd and Julie Hoodless report.
Improving Outcomes For Children With Sensory Impairment
Lindsey Jane Rousseau shares resources and case studies on how to support students who have SI needs in the classroom.
Maths Misery – Post 16
Why is it going wrong for some young people? Lainy Russell believes that maths taken out of context just seems pointless and abstract. Telling them why its relevant in their lives can lead to a big leap in understanding and motivation.
Children with Challenging Behaviours – Are we missing the point?
Wendy Casson, head of the largest PRU in the UK, describes how trying to understand the root causes of the presenting behavioural problems in emerging younger children has led to a huge drop in school exclusions.
Closing the Gap for Looked-After Children – Reading for pleasure could hold the key
There has been a growing body of evidence that reading for pleasure is the most important indicator of the future success of a child. Dr Beth Southard considers a book scheme in Norwich that encourages children in care to read more.
Trauma In The Curriculum
Sue Clifford, MBE writes the second of two articles exploring how certain areas of the curriculum can be ‘triggers from the past’ for some traumatised children.
The Thinking School – Developing A Dynamic Learning Community For All Staff Within A Primary School
Kulvarn Atwal became head of Highlands Primary school in east London in September 2012. At the time, the school had just received a Requires Improvement rating from Ofsted. By the end of the year, pupil progress at Key Stage 2 was in the top 3% of schools nationally; by the end of the second year, they were in the top 1%. When Kulvarn took over, he firmly believed that by developing teachers within an expansive and collaborative learning environment, teachers will have the confidence to innovate and develop their practice. The simple premise was that through the empowerment of staff, children would flourish and their learning would accelerate. In this article he describes why he decided to create a dynamic learning community and considers the impact on staff.
Bold Beginnings …Down The Wrong Path
Ofsted is now undermining the positive attributes of the EYFS and needs to be resisted, argues Professors Chris Pascal and Tony Bertram.