Guest Blog from Norfolk PE Support Service In primary schools, physical education is more than a chance to run, jump and play – it has the potential to be one of the most inclusive and empowering parts of the curriculum. For pupils with SEND, PE can provide opportunities for success, confidence and connection that are…
Guest blog from Reading Solutions UK According to the Education Endowment Foundation’s Improving Literacy in Key Stage 2 Guidance Report, schools should focus on: Developing strategies that improve literacy for the whole class. For pupils needing additional support, schools should accurately diagnose their capabilities and difficulties in order to match them to appropriate, evidence-informed interventions…
The COVID-19 pandemic has significantly worsened overall outcomes as well as widening equalities. In 2022, Key Stage 1 SATs, the percentage of pupils achieving the expected standard or above in writing fell from 70% in 2019 to 59% in 2022. Similarly in Key Stage 2 SATS, 69% of pupils were assessed by teachers as meeting…
This blog will present a summary of the content and recommendations of EEF’s publication with specific reference to its implications for primary schools.
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?”
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.
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.
