Talking with young children: how professional development can improve children’s speech and language, thinking and learning
Sonia Blandford and Catherine Knowles say that significant numbers of young children are being let down by the education system, particularly those from vulnerable and disadvantaged backgrounds and special needs. They explore the nature of this problem, the challenge this poses for the professional development of leaders and practitioners and the impact of transformational practice.
Book review – Towards self-improving school systems: lessons from a city challenge
Toby Greany reviews this new book by Mel Ainscow on the Greater Manchester City Challenge initiative. He reflects on the book’s insights into the self-improving school movement, the framework it offers and the challenge to facilitate collaboration that makes a difference.
Setting up and sustaining collaborative networks
Sue Kelly provides a case study description of how her Teaching School Alliance has established professional development networks in the wake of weakened local authority provision.
Does teacher research fit with school improvement?
How does the growing teacher researcher movement square with the continuing accountability pressures being placed upon schools and their staff. David Leat, Rachel Lofthouse and Anna Reid explore some of the tensions and the creative opportunities.
How to… raise early achievement through leadership and inclusive practice
Leadership is vital to raising achievement. Sonia Blandford and Catherine Knowles examine what contributes to effective educational leadership and how this can be developed.
How to… raise achievement through parent and carer engagement
Sonia Blandford and Catherine Knowles emphasise the vital importance of parent/carer involvement in their child’s education and the how practitioners can increase their understanding to bring about improved partnership working.
How to… make a difference to children’s well-being
Sonia Blandford and Catherine Knowles explain the vital link between children’s well-being and achievement, and show how positive relationships and self-confidence can be nurtured.
How to … make a difference to children’s outcomes through progress tracking
Sonia Blandford and Catherine Knowles provide practical guidance on how to make assessment serve the process of learning.
How to… raise achievement in Early Years education
Introduction to this issue's 'How to...' guide. Sonia Blandford and Catherine Knowles explore practice in the Early Years that makes a real difference to children, especially those that are disadvantaged. [open access]