Maximising Pupil Premium Impact: Whole-School Approaches That Work
Maximising Pupil Premium Impact: Whole-School Approaches That Work
Wilbury Primary School Headteacher, Lisa Wise, shares her approach to pupil premium.
7 ways we’re maintaining bubbles to continue learning
Posted by:
Hamid Patel, Posted on:
-
Categories:
COVID-19 support, Primary schools, Reducing risk, Secondary schools
As schools head into the summer term, Chief Executive of Star Academies, Hamid Patel, shares the protective measures his schools have taken to successfully minimise the number of pupils and staff isolating when an outbreak occurs, while ensuring all pupils and staff are safe.
Helping primary pupils with their maths skills in a post-pandemic world
Michelle Cobb, Year 6 teacher and maths lead at Underwood West Academy in Crewe describes how using the DfE’s guidance on teaching maths in primary schools has both helped her school get through the pandemic and plan for the post-pandemic future.
The Early Career Framework reforms – something to get excited about
We all remember our first year in teaching. For any new teacher it’s a steep learning curve, and this year’s trainees have also had to face the disruption caused by the COVID-19 pandemic. Jon Hutchinson writes about the Early Career Framework and how changes to statutory induction will help new teachers starting this September.
Leading through a pandemic: International Women’s Day
Posted by:
Kate Jefferson, Posted on:
-
Categories:
COVID-19 support, Inspiring teachers, School leadership, Teachers' reflections
This year’s International Women’s Day is an opportunity to empower the future generation of young women and girls, despite the challenges faced in this year’s pandemic. Headteacher, Kate Jefferson, shares her experience of leading her school through the pandemic so that no child is left behind.
Supporting vulnerable children through lockdown in a hospital school
Shaun Booth, Assistant Headteacher and SENCO joined Pinderfields Hospital PRU in January 2019 after working for 15 years in ‘mainstream’ education. Shaun shares his experience of working with a clinically vulnerable cohort of students.
‘Maximum benefit in a straightforward way’: an Early Career Framework induction
From September 2021 all early career teachers will be entitled to two years of high-quality professional development, including the support of a mentor, as part of the Early Career Framework (ECF) reforms. Anna MacLeod, a teacher at Dyke House Academy part of the Northern Education Trust, shares her experience of this new programme of early …
Why I’d recommend tutoring
Posted by:
Matt Rutter, Posted on:
-
Categories:
COVID-19 support, Curriculum best practice, Remote education, Secondary schools
Matt Rutter is Assistant Headteacher at Upton-by-Chester High School. He describes his experience of accessing tuition for his pupils through the National Tutoring Programme and the benefits of providing this extra support to pupils.
Keeping staff and students safe with rapid testing
Shoreham Academy in West Sussex and Bay Leadership Academy in Lancashire share their experiences of leading the setup of rapid COVID-19 testing, which aims to reduce transmission by helping to find cases from those not displaying symptoms, and how it has benefitted their staff and students.
Thinking beyond the pandemic in a Special Educational Needs school
Posted by:
Andy Chase and Terri Wyse, Posted on:
-
Categories:
COVID-19 support, Pupil wellbeing and behaviour, Remote education, SEND, Teachers' reflections
Andy Chase and Terri Wyse from Woodfield School in Surrey give us a five-minute guide on what they have learnt from adopting an online digital platform and why its use will outlive the pandemic for Special Educational Needs (SEN) provision
“The first time he appeared smiling in a live lesson was wonderful” – supporting the most vulnerable children to learn remotely
Posted by:
Amy Wood, Posted on:
-
Categories:
COVID-19 support, Pupil wellbeing and behaviour, Remote education, SEND
Amy Wood, Principal of Mossbourne Riverside Academy in East London, shares one example of a student who faced every conceivable barrier to remote education and was at serious risk of falling far behind without the support her academy provided.