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This Ofsted report reveals that increasing workload during the pandemic is an ongoing challenge for schools and delivering education to pupils both remotely and in person poses a threat to teacher wellbeing.

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      string(640) "support. There are many thriving sub-groups based on specific interests so teachers will find the support they need, whether that is for a particular academic topic, pastoral care or school management issues, through to nurturing their career and maintaining their own wellbeing.Whilst a return to the classroom is imminent, those working in education have faced unique challenges over the past year with perhaps more to come. The emergence of a supportive, dedicated community where teaching professionals can share, review, network and empathise is undoubtedly one of the more positive outcomes of this incredibly difficult year."
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Digital Learning

Guild's Online Communities Lead The Way In Supporting Remote Education

5 Apr 2021

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      ["value"]=>
      string(3121) "This report by Ofsted looks into how the initial teacher education (ITE) sector has responded to COVID-19 and how the ITE curriculum has been developed. It finds that, while the move to remote education has, in some cases, stimulated deeper and more connected thinking about the curriculum, too few partnerships have a sufficiently ambitious curriculum that is well integrated across the partnership.It also finds that, despite partnerships’ best efforts, trainees have had much reduced opportunity to teach in the classroom and therefore develop core knowledge and skills, such as behaviour management. Because of this, all trainees are likely to need some additional support in their first year as newly qualified teachers (NQTs), and possibly longer.There remains more for the ITE sector to improve, particularly in relation to partnerships’ curriculum development. Many partnerships need to develop a more ambitious curriculum that is better designed around subject and phase, more integrated across the partnership, and more informed by up-to-date and pertinent research.Trainees have had a very different ITE experience over the last academic year. Despite the best efforts of many partnerships, too few have been able to have the full, rounded education that they would normally. In primary, too few have been able to teach SSP, and more generally trainees have not had the opportunity to develop classroom management skills. They will likely require some additional support next year and possibly further into the future.Key Findings:While COVID-19 has been an immense challenge for partnerships and their trainees, the move to remote training and remote teaching has, in some cases, stimulated deeper and more connected thinking about the ITE curriculum. Partnerships have generally either maintained or improved access to the ITE curriculum for those with caring responsibilities, and have worked particularly hard to support trainees in their emotional and mental well-being.Too few partnerships have a sufficiently ambitious ITE curriculum. For example, only a minority of partnerships could demonstrate that they had incorporated trainees’ statutory minimum curriculum entitlement into their plans, and very few had gone beyond it.Too many partnerships are overly reliant on the experiences that trainees gain through placements to provide ITE curriculum content in subjects and phases.While many partnerships have found innovative methods for enabling trainees to make up for lost time in the classroom due to COVID-19, these efforts are unlikely to be enough to provide trainees with full and rounded ITE.All trainees are likely to need some additional support in their first year as NQTs, and possibly longer, to make up for COVID-19-related losses.The ITE sector must now develop stronger and more ambitious ITE curriculums. This means developing curriculums that are better designed around subject and phase, more integrated across the partnership, and more informed by up-to-date and pertinent research.Link: Teaching Teachers During COVID-19"
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Leadership

Teaching Teachers During COVID-19

25 May 2021

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      string(361) "... mainstream schools participate in a week-long challenge to ‘Stay active & Stay Connected’. Students in many cases have engaged incredibly well with online learning and remote education and the creation of accessible, inclusive online fitness and sport content offer a great opportunity for us to support students to lead active ..."
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      string(5385) "support students receive from key people throughout a PE lesson can make arguably the biggest impact on their skills, attitudes and progress. A key adult can model skills, break down activities into smaller steps and also support with the repetition and overlearning of skills that can be so important for SEND learners. Peers can be a huge support in helping to motivate and model skills whilst ensuring a student maintains their independence and doesn’t become over reliant on the support of a key adult. Students working in mixed ability groups can provide aspirational role models and opportunities for the most able to develop their skills further through demonstrating and coaching.In 2019, St Martins School had a cohort of particularly talented athletes who experienced success on a local, regional and national level with several students winning medals and setting records. The very proud staff team were surprised to learn that despite the obvious ability and enthusiasm the students did not participate in any sport or training outside of our school environment. Buoyed by their success our students were ready to take on the next challenge with ideas of longer distances (even marathons at one point!) and staging an event. As the conversations developed one thing became very clear…..’our students hated being treated differently and competing in ‘special events’…..all they wanted was to be the same as everybody else and take part as equals.All aspects of the SHOUTaboutSEND 5K from its conception through to delivery was led by students. Students developed their employability skills designing the logo, marketing the event, making merchandise and taking care of the race logistics. The 5k attracted over 250 participants of mixed ability and all ages (club runners who had never encountered specialist education lined up against students using race runners). At the heart of the event was a sports village in which we invited sports clubs from across the city to come and showcase their sport and to engage with our learners and families (clubs were very open about their desire to be more inclusive but shared a nervousness around their lack of expertise and that they might get something wrong or cause offence). The SHOUTaboutSEND 5K was a huge success with many athletes stating it was the ‘best atmosphere’ and ‘most fun’ they have had at a sporting event.A growing number of organisations are leading fantastic work to make sport accessible and inclusive. As professionals an awareness of opportunities for students outside of school is a key part of our role in supporting them to lead active, healthy lifestyles and have high aspirations of what they might achieve in sport. Our ability to signpost organisations such as IMAS, Activity Alliance and Special Olympics Great Britain can be life changing for both our students and families.Inclusive Sports organisations and inspiring role models‘You have to see it to be it’ (Billie-Jean King)Visibility and media coverage is an ongoing challenge for inclusive sport; however we are starting to see small steps in the right direction. Bold Marketing for the Paralympics have captured the public’s imagination and challenged perceptions around disability sport ‘Meet the Superhumans’ (C4) and ongoing campaigns such as Activity Alliance ‘Who Says’ tackle negative stereotypes head on. Inspiring sportspeople such as Ella Beaumont (Wheelpower), Libby Clegg MBE (Paralympian) and Jonny Peacock MBE are great role models and incredibly motivating for our students. The popularity of the recent Netflix documentary ‘Rising Phoenix’ is another excellent example of a growing momentum for disability sport and a very well-deserved spotlight being shone on some incredible athletes.‘Don’t dare pity me’ (BeBe Vio – Paralympian)ConclusionCovid-19 has had a disproportionate impact on disabled people and exacerbated many of the existing barriers and disadvantages faced by our students to lead active lifestyles and engage with exercise and fitness activities. It is important to highlight the silver linings of the past 12 months. Organisations such as Oak National Academy have championed inclusive sport through their online Physical Development lessons and resources and before Christmas staged a mixed ability event that saw over 6500 students from specialist and mainstream schools participate in a week-long challenge to ‘Stay active & Stay Connected’. Students in many cases have engaged incredibly well with online learning and remote education and the creation of accessible, inclusive online fitness and sport content offer a great opportunity for us to support students to lead active, healthy lifestyles.The national focus on health and wellbeing has perhaps never been as sharp as it has been across the pandemic. As schools welcome back increasing numbers of students, physical and mental health must be top priorities as we build towards reconnection and recovery. As professionals we must seize the opportunity through inspiring, inclusive practice to ensure all students are well placed to enjoy the many benefits of leading an active, healthy lifestyle and fully experience the power of sport!Alistair Crawford is the Teaching School Strategic Lead and Specialist Leader of Education from St Martins School Derby"
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Inclusion

Inclusion, Aspiration & The Power of Sport

7 Jun 2021

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      string(5654) "Building computer capacity in primary schoolsOur school Pheasey Park Farm primary and Early Years Centre, part of Elston Hall Multi Academy Trust in Walsall was one of just 48 schools across the UK to be award ‘status by the Department for Education. We were delighted to hear the secretary of state for education, Rt Hon Gavin Williamson CBE MP, say we had “undoubtedly helped to inspire, motivate, and instil confidence in thousands of school leaders to strengthen their remote education and catch-up plans.”We are now in our second year of being one of the DfE’s Ed Tech Demonstrator Schools using government funding to help schools achieve the highest quality of management of their technology investment and infrastructure. Throughout the pandemic, we have helped other schools to continue children’s education. But it’s not just about reacting to current circumstances, schools need to make sure they are on the right track and able to benefit from the DfE’s funding to develop sustainable plans to put the right technology infrastructure in place for now and the future.Making the right decisionsOver the past two decades schools have received a similar comparative amount of funding for learning and management related technology. Some have taken the right level of advice and have created an effective foundation for the on-going edtech evolution, while others are fighting an unproductive mosaic of disconnected technologies.School leaders can no longer assume any problems with their technology infrastructure will go away; the recent pandemic has highlighted failings in ed tech use within schools’ and if the issues are ignored, sadly the divide between schools will become greater.What schools want and needI don’t believe there has been one school that we have worked with that has wanted us to come in and tell them what they need to do. They don’t want to be told by the ETech industry or advised by the government, and nor should they! Generally, schools appreciate working with other schools that have gone through a similar journey to themselves. They want to work with these schools and find out what has worked an and apply this to their specific context; in summary they want to talk through their ideas with a trusted, critical friend and adviser. This is where we come in.Gone are the days when edtech suppliers and advisers could fill a room and tell schools what they need to do. We strongly believe that they shouldn’t be told what to do. Today schools want bespoke support led by people who have experienced a similar journey and can talk with school-based credibility to showcase what works well.Our support tends to focus on three core elements of what schools need: a range of advice and consultancy services, training and professional development and finally support. Some schools need just one of these, others need a combination of all three.Technical infrastructureGetting the balance and the many different aspects of technology right in schools is certainly getting more complicated. It’s like cooking the perfect meal; the ingredients have to be exactly right and the quantities have to be accurately measured.  Because we have worked with hundreds of schools, we have a list of potential ingredients and quantities for success, that can be applied to other schools depending on their specific situation.To continue with the cooking analogy, when we first start working with a school, we carry out a full technology audit: we have to know what the ‘kitchen looks like and what ingredients each school already has, ensuring we embrace their unique status and vision. The three key ingredients that need to be perfectly addressed for the successful use of education technology are1) technical infrastructure2) project teams and working practices3) the innovation of teaching and learning.What is important for a successful outcome is that these three areas are all given an equal level of attention.In terms of the technical infrastructure, the first thing to recognize is that this is a framework not a straight jacket! Initially we may have to spend quite a lot of time with the schools or MAT but once the right technical infrastructure is embedded and the change management effectively rolled out, our time and input should be minimal. We agree standard systems including Cloud based solutions across the MAT to reduce complexities and increase efficiencies.Project teams and working practicesSome schools make the mistake of thinking that the school’s technology infrastructure is still the responsibility of the head of IT, but times have changed, significantly! Network rooms now need to be web based with the content in the Cloud; something that some schools still struggle to accept. The role of the IT technician has to change and if they can embrace that, then it’s an exciting time for them. Rather than sitting in the server room this person now needs to be the Cloud service manager either in the school or working remotely. And this person is just one within a larger Ed Tech team.We recommend that the school Ed Tech team includes a senior leader and a member of staff at each key stage. It was probably the arrival of the interactive whiteboard in schools that started the move from technology being just in one room, to it being embedded across the whole school. When interactive whiteboards arrived, teachers wanted the learning content in their own classroom. They needed to record each student’s progress on the school learning management system and so slowly technology moved out of the computer room and"
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Applications and Software

Helping Schools Revolutionise Teaching and Learning With New Technology

14 May 2021

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