There is cause for celebration in English education. Primary school children in England now rank 4th in the world for reading — largely the result of synthetic phonics instruction. Just before the pandemic, maths scores for 15-year-olds saw dramatic improvements, placing England in the global top 15. Good stuff, no? Not so fast. Underlying these…
Read More6 Suggestions for Improving Outcomes for Students with SEND
The current UK Labour Government’s focus on improving education for students with SEND is welcome. Over my two decades of teaching and leading schools, there has never been more attention given to this area. Whilst the concrete plans remain unclear, parents and teachers know that the current system is failing too many students — and…
Read MoreFrom Spirit to Structure – Embedding Inclusion in Schools
This is the second blog in a two part series on inclusion. The first one can be found here. This post deals with the practical strategies for creating an inclusive school and will outline specific steps leaders can take to promote inclusion. It will focus on three key levers: leadership, culture and finally, policy. Creating…
Read MoreThe Spirit of Inclusion – how leaders foster belonging
Think of a time when you really felt you belonged in a place. Not when you were merely tolerated, but really included. Like you were seen, noticed and valued. There is a Shona word that encapsulates this feeling – sawubona. It literally translates to ‘I see you’. Seen in all dimensions – seen for the…
Read MoreSystems and Culture: The Real Foundation of Classroom Behaviour
When it comes to classroom behaviour, individual teacher skill matters. Some teachers are naturally better at managing classrooms than others. But there is a problem which lies in this approach. It’s simply not a sustainable model for excellence in behaviour across an entire school. Classroom behaviour is one of the most important aspects of school…
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