Ella Cohen shows how providing opportunities for disenchanted youth to find meaning and purpose in their learning is part of a new social action initiative.
Alternative Provision is a way of ensuring that the educational needs of the most vulnerable children are met, but its bad reputation has made it hard for schools to know how to best support students who need it. Jacqueline Daniel outlines recent improvements to the AP programmes and explores some recent recommendations to government.
Headteacher Chris Dyson took on one of the toughest schools around—one that no one else would touch. And he found that, like with most children, the students were all capable of doing well, but they needed ways to connect with education that were fun, rewarding and which truly addressed their wellbeing. Once a centre of chaos that had 150 exclusions a year, Parklands Primary School now boasts some of the best maths scores in the country and is oversubscribed because of its great reputation.
Equality in education is not about everyone getting the same marks. It is about everyone having access to the same chances providing equal choice, regardless of socio-economic background, learning abilities or talents. While access to universities improves and apprenticeships embed in the system, allowing more people to realise their potential, we should continually question whether […]
The latest report from the Social Mobility Commission shows a complex and disturbing picture, revealing Britain to be one of the least equal and least socially mobile of the developed nations. Commissioner Sammy Wright reports on the state of play.
Charlotte Gater, Head of Curriculum at Explore Learning, explores how the right extra-curricular tuition can support the development of students with special needs and help them thrive in all areas of life.
How can we motivate students who are behind in maths to up their game? Christine Edge-Sayer shows how a new play-based approach is inspiring excellence in students who were previously struggling.
There is often a sense that children with complex needs are unable to make progress, but Michael Bogg shows how by addressing students’ individual situations and developing their well-being and self-esteem, real progress is not only possible, but inevitable.
The following child file provides an example of taking a whole school approach to improving outcomes for pupil premium children and others at risk of underachievement. As you read through it, reflect on your own school, your practice and how you could introduce changes to improve outcomes for those at risk of underachievement in your own setting.
The National Curriculum is not the only way to get an education, and some even think the alternatives are superior. Caitlin Harrison and Brenton Hague explain how Self-Directed Education is allowing their family to pursue an educational path of connection, compassion, creativity and innovation.
Tea and toast sessions at King’s Stanley primary provide a nurturing setting for vulnerable children to take a time out from the pressures of the classroom while developing important social and emotional skills. Kerryanne Hollis reports.
Supporting parents and carers to engage in their child’s learning is an important part of providing a rounded education for children. This Child File develops your thinking around parent engagement, and through the reflection at the end, it helps you to consider your current practice in this area and how you could do it better.
Empowering every pupil to create a better future is the aim of a teaching programme dedicated to bringing change to Lithuania. Roberta Žižien and Coleen Jackson report on its activities.
For effective parent and carer engagement in the home learning environment you need two things: trained Early Years practitioners who are both confident and competent in developing parent/carer partnerships and parents and carers who understand their role and are confident and have the capacity to support their child. Maureen Hunt explains how to support the parents and carers who need it the most.
We know it can be tough to enrich the vocabulary of our students, but Stephen Parsons shows that it can be done with sustained effort and by incorporating fun along the way.
Professor Sonia Blandford and Dr Catherine Knowles provide some practical guidance on how leaders and teachers can hone their performance.