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.
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.
Professor Sonia Blandford and Dr Catherine Knowles provide some practical guidance on how leaders and teachers can hone their performance.
In ECJ 6.2 we introduced you to some of the brilliant work being done in Turkey to help students develop numeracy skills. Professor Hakan Sari, Hatice Gokdag, Tugba Pursun and Dr Seyda Sari revisit this topic, highlighting the results of a new study on effective numeracy development in special schools.
Exclusions are increasing in number, meaning that more and more students are unable to work within the current system. Sonia Blandford reports on a programme at Lyng Hall School that is turning circumstances around for students at risk of exclusion, implementing interventions that work.
Information is more readily available than ever, but managing it all can be majorly problematic. Marc Radley explains how to approach data management and create partnerships that will improve outcomes for schools.
What can schools do to spot and ward off mental health issues? Dr Margot Sunderland shows how teachers are in the perfect position to offer early interventions.
Disadvantage and poverty are always correlated with negative educational outcomes, but do they need to be? Dr David Armstrong shows how some innovative programmes are turning that around and creating ambitious alternatives.
There is a global learning crisis in which students are being taught too much by rote and those from underprivileged backgrounds are not getting their educational needs met. Asyia Kazmi explains how the Assessment for Learning approach is helping teachers work with disadvantaged children across the world and in the UK.
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.
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.
This is the first of two articles about Education leadership in Lithuania. The article focuses on a research project, funded by the EU and Lithuania Government, called Time for Leaders, a project designed to bring about change and a greater understanding of leadership in Lithuanian Schools.
Too many children are leaving primary schools unable to read well. Everyone can make an impact urges Sonia Blandford.
The push for more and better school-led research to improve practice and children’s learning has never been stronger. But many are skeptical about its value.Tim Cain investigates its current role and reception at the coal face.
In the penultimate article of their pioneering series on behaviour management, Geoff Moss and John Bayley look at the crucial role of training in the most effective techniques
In the third part of MST’s series on behaviour Geoff Moss and John Bayley consider the ‘three Rs’: roles, routines and relationships