Child poverty is a huge waste of young talent. This is the outcome of a study released by the Social Mobility and Child Poverty Commission, which confirms that education is a key driver of social mobility and reducing educational inequality. This report tracks the performance of high-achieving pupils from poor backgrounds through the education system and compares their trajectories with those of their more advantaged peers.
Geoff Moss’ and John Bayley’s ground-breaking series on behaviour management continues with a threestep guide that helps teachers match discipline styles with teaching contexts
The Government has another chance to address the issues surrounding deprivation and underachievement. Can the link ever be broken?
Faced with children who find it hard to learn, teachers resort to ‘differentiation’. But this is just a coping strategy with little or no scientific justification. With the help of work of Reuven Feuerstein’s, teachers could take back responsibility for diagnosing and remediating their clients’ learning difficulties, argues Howard Sharron
This Estyn report looks at how schools are tackling child poverty and disadvantage in Wales. It identifies examples of effective practice and makes suggestions about further action that might be taken to improve the performance of disadvantaged pupils.
An innovative new programme is aiming to break the link between poverty and poor outcomes by bringing together heads, teachers and TAs from a trio of schools to share best practice. Mariella Wilson reports.
Jill Potter explains how and why to adapt teaching thinking activities for children in the early years
The EYFS can proudly boast a wealth of outstanding practice. However, in her recent review, Dame Clare Tickell looked at just how well the system had bedded down, and in so doing highlighted significant room for further development. Tim Linehan reports.
To prompt creativity in the classroom Amanda James investigates the link between successful early years pedagogy and a creative learning space that stimulates ‘outside the box’ thinking.
Growing Up in Scotland (GUS) is a Scottish Government funded longitudinal study that is currently tracking the lives of two cohorts of children from across Scotland. This report draws together findings from 10 years of analysis of the GUS data to highlight how the study has contributed to the evidence base on children and families in Scotland, in particular on the extent of and how to reduce inequalities in outcomes in the early years.
Dr Sue Lyle looks at the work of an inspirational teacher and a cognitive psychologist whose practice and theory in imaginative play provides the evidence to revolutionise the EYFS.
Tablets and touch-screen technology could be vital to engage new readers from key groups of young children where literacy is a concern. This report outlines findings from Pearson and the National Literacy Trust’s second annual early years literacy survey, conducted in May to July 2014. It examines children’s access to books and to technology, as well as their early reading habits, but it also examines the impact of these practices on young children’s vocabulary.
There are huge differences between Early Years and Key Stage 1 in culture and expectations. The pedagogical shift needs to be handled with care, argues Maureen Hunt.
Myra Barrs reports on creative approaches to pre-school education in the Italian city of Pistoia
Children in England are still starting their primary education with considerable differences in their maths skills and those differences continue right through their education. Liz Bayram explores how achieving a strong maths foundation in a child’s early years can make all the difference.
Providers are divided over how effective technology is in the early years. Elpida Ahtaridou and Dr. Sue Bodman cite the research to propose a way forward.
The process of early intervention is just that. A process. Louise Jackson provides a flexible framework that allows schools to make early intervention a creative, effective and – most importantly – a long-term development.
I have seen and been motivated by some great work on social mobility throughout my career and clearly, for some time, an improvement of social mobility has been lagging behind so much public policy.