Reduce classroom conflict by 34% with this simple but effective technique Guest blog from Kathryn Humphreys, Project Resilience Director As educators and school leaders, we navigate daily conversations that offer opportunities to make a difference. While many go smoothly, some are more challenging—whether it’s addressing a pupil’s behaviour, a parent’s concerns, or a colleague’s difficulties….
Guest Blog: Dr Victoria Cook, Chartered College of Teaching The pupil voice movement, which has become a worldwide movement of change in education (Rudduck and McIntyre, 2007), was given impetus by Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) (1989). This states that every child has the right to…
Rising to the challenge in Norfolk In 2022/23 Norfolk schools are seeing attainment gaps in KS2 writing expected standard of 7 points below national average, and 6 points below the national average for KS1.* So how do we close the gap? We know that leading writing in a primary school is a vast undertaking, and…
Positive psychology is the applied science of wellbeing with a range of evidence-based practices to help you function well. Using this evidence-based approach helps teams and organizations thrive. Positive Psychology for Work is a series of three sessions that will provide delegates with a range of evidence-based tools to help improve wellbeing, achievement and resilience.
This course will ensure that Teaching Assistants are equipped with the knowledge, skills and strategies which are required to support Quality First Teaching and enable pupils to get back on track.
How do you embed excellence into schools’ everyday practices, not as an incidental or an accident, but as an actual ethic?
Whilst most educators are familiar with Austin’s Butterfly and the principles of improvement through critique towards excellence, fewer are aware of the foundations of that approach are Ron Berger’s Ethic of Excellence.
Evidence from the EEF (May 2022) shows that Covid-related disruption has caused learning loss in children. There is some evidence that the writing outcomes for primary-aged and Year 7 children were lower than expected compared to previous year groups (Christodoulou, 2021, 2022). One of the common issues is that writing stamina has been heavily impacted.
This course will ensure that Teaching Assistants are equipped with the knowledge, skills and strategies which are required to support Quality First Teaching and enable pupils to get back on track.
In their evidence review published in June 2020, Evidence Based Education (EBE) and Cambridge Assessment International Education looked at the efficacy of teacher CPD in relation to student outcomes. They particularly focussed on the question, “What are the best bets for teachers to invest time and effort in if they want their students to learn more?”
Data is vital in the education setting – it provides insight into how pupils are progressing, what your biggest challenges are, and helps drive school improvement. However, data can sometimes get overlooked or misinterpreted. In order to effectively use data, you must improve your approach to assessment.
