The Impact of Teaching WalkThrus Across 23 Schools A year ago, we began a shared journey with 23 VNET schools to embed Teaching WalkThrus as a practical, sustainable driver for improving teaching and learning. Each school accessed the Teaching WalkThrus platform through a discounted VNET member subscription, alongside a carefully designed programme of wrap-around CPD….
How can headteachers ensure that their TAs are making the greatest possible difference? The Education Endowment Foundation (EEF) has updated its guidance on maximising the use of TAs to support learning (March 2025), reinforcing the importance of strategic deployment and evidence-based practice. Teaching assistants (TAs) are a vital part of the school workforce, yet their…
We are at an important time in education where the delivery of the high quality curriculum needs to be of highest priority. Pedagogical approaches need to be carefully considered to ensure there is a high impact on all children’s outcomes. We must enable teachers to find the best ways to deliver the curriculum in the…
The aim of this two part blog is to give an overview of the DfE document ‘Teaching a broad and balanced curriculum for education recovery’ and to put into perspective what this means for provision and delivery of a broad and balanced curriculum in practical terms for early years and primary phases.
In this series of summer term blogs, Emma Adcock,
Director of Training and Research, summarises the central messages that run throughout the latest guidance from the EEF ‘Teacher feedback to improve learning’.
In this series of summer term blogs, Emma Adcock,
Director of Training and Research, summarises the central messages that run throughout the latest guidance from the EEF ‘Teacher feedback to improve learning’.
In this article Emma Adcock highlights the first two recommendations from EEF’s publication on ‘Teacher Feedback to Improve Learning’. The report provides teachers with an easily accessible guide to harnessing the power of feedback to improve classroom learning.
In this article, Emma Adcock considers two important principles of sticky learning and how we can adapt how we teach the curriculum to achieve ‘knowledge that stays with us forever.’
The intention of sharing this thought process is to support schools to review the learning landscape – review where the children are and warm them back into English, whilst being conscious that every school is different.
We are delighted to bring our members a Summer Leadership Series. Leadership has been unbelievably challenging this year and so this series is designed to reflect, inspire and galvanise leaders for the next phase as schools adapt and move forward hopefully.
