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Key considerations: The phased reopening of schools for learners with SEND
“I would encourage schools to think of this, not so much as a transition point, but more as a transition window. Some learners will need longer than others to adapt to the ‘new normal’ of school life.”
Misbehaviour or misidentification?
Claire Westwood discusses why getting to the root of a child’s communication difficulties can radically alter their experience of education and beyond.
Access arrangements for learners with dyslexia taking GCSE and A Level exams
Lia Castiglione, Professional Practice Leader at Patoss talks about the options available for students with dyslexia.
Access arrangements for primary schools
Donna Pierpoint, Vice Principal at St Peter’s Catholic Academy in Stoke-on-Trent, explains the process of applying for access arrangements for primary school children.
Teaching vocabulary
Remember the episode of Friends when Joey discovers a thesaurus and signs his name as 'baby kangaroo'? Our Commissioning Editor, Lucy Hadfield, explains the importance of children having a wide, varied (and accurate) vocabulary.
Demystifying standardised scores
So you’ve bought the assessments and planned how to deliver them, but what are the results going to show you and what does it mean? Mark Loveday from Chadsgrove Teaching School Alliance offers some useful guidance.
In a world of workload woes, how smart is your intervention data?
In the classroom, the main driver to gather pupil data must be to understand strengths and weaknesses of our pupils and adapt teaching and learning to match
The relationship between word reading and word spelling in English
As encapsulated by the Simple View of Reading, skilled reading involves the ability to read words accurately and efficiently and the ability to understand language.
Why do we all need to spell the same way?
While some may question such a strong focus on spelling in the National Curriculum, a child who is a good speller will be a more confident writer and will be able to express themselves better in all of their subjects.
How is research informing practice?
Leadership was seen to have made research and evidence an integral part of school improvements