One-to-one devices for feedback and assessment during distance learning

This case study was written up following an interview with Mrs Usher. Context Lawford CoE Primary School is a primary school in Essex, UK. In the academic year 2019-2020, the school had 4.3 per cent of students with EAL, 2.4 per cent of students who were eligible for pupil premium funding and 2.4 per cent […]

Home learning packs during distance learning

Context Ludwick is a large (200 place), maintained nursery school in Welwyn Garden City, Hertfordshire. It is situated in the Peartree ward, which is an area of social and economic disadvantage. The school has a high number (20%) of children with special educational needs and disabilities (SEND) and a high number of children eligible for […]

Collaboration as key to effective staff development during distance learning

Context Chace Community School is a Community Secondary School in Enfield, north London. It has approximately 1250 students on roll including 225 doing post-16 studies. Thirty-five per cent of our students are in receipt of pupil premium funding, with 279 eligible for free school meals, 18.5 per cent are students with SEND. About 450 of […]

Peer feedback during distance learning

Context The British International School in the Netherlands. The school is a private, non-profit organisation serving the international community, with 450 pupils on roll. Most of our families have most of the school fees paid for by their employers; a small percentage of our families meet that fee cost independently. A significant majority of our […]

Instructional videos, peer feedback and celebrating success

Context Junior School Vlaskamp is one campus of the British School in the Netherlands, an international school with a diverse student body of more than 80 nationalities and 450 pupils on roll. The school is both inclusive and non-selective. All instruction is given in English and we can offer the best of the English education […]

Investigating pupils’ metacognition and self-regulation during, and returning from, remote learning

As educators reflect on the challenges and lessons learnt from the Covid-19 pandemic, Rachel Crowdy shares how ASSET Education collaborated with ImpactEd to better understand the impact of distance learning on their pupils’ metacognitive skills, self-regulation and independent learning behaviours.     ASSET Education is a trust of fourteen primary schools in Suffolk, catering for over […]

Primary science education beyond 2021 – what next?

During 2020-2021 schools experienced considerable challenges to teaching due to the COVID-19 pandemic which affected all aspects of teaching and learning. Understanding science became especially important and for children this begins in the first stages of education. This document considers the data that have emerged from our 2021 research together with data from our previous […]

Refocusing on ADHD in education

How can schools help children and young people with ADHD to achieve their potential? We have produced this resource booklet for SENDCOs, ALNCOs, Additional Support Coordinators and members of Leaderships teams in schools and colleges with responsibility for special educational needs and inclusion. I’m sure that you are all very experienced in working with children […]

Looking for Primary MFL teachers to evaluate MFL toolkit

Researchers at the University of Manchester have put together a toolkit for teaching MFL in primary schools, with a special focus on teaching learners of English as an Additional Language (EAL). They are now looking for people who teach Modern Foreign Languages (MFL) to primary school aged pupils, including teachers, trainee teachers and teaching assistants […]

NFER Evaluation of the National Tutoring Programme Year 2

The National Foundation for Educational Research (NFER) has been asked by the Department for Education (DfE) to carry out an independent evaluation of the NTP in its second year. We are looking for schools across England, both participatory and non-participatory to take part in the evaluation. NFER will explore the impact of the different routes […]

Research on learning recovery in Yorkshire and the Humber

The National Foundation for Educational Research (NFER) and White Rose Maths are conducting a study of schools in Yorkshire and the Humber to explore how best to support learning recovery in the region. There is evidence that pupils in the region have been disproportionately adversely impacted by the pandemic. They are asking headteachers and leaders […]

Research opportunity: Voices of the Future curriculum makers needed!

What is the project about? The ‘Voices of the Future’ Project is a three-year large project, funded by the Natural Environment Research Council, which is working with six universities to re-imagine the relationship between children and trees. At the heart of the project is a conviction that if all children understood, if possible first hand, […]

Pedagogy and possibility thinking

Cremin T, Burnard P, Craft A (2006) Pedagogy and possibility thinking in the early years. International Journal of Thinking Skills and Creativity 1(2): 108–119. Introduction  It is important that children and young adults learn how to think creatively and innovatively. But what does creative thinking look like and how do you teach it? This exploratory […]

What makes the biggest difference to a child’s success in early learning?

Chartered College of Teaching ¬∑ What makes the biggest difference to a child’s success in early learning?   What makes the biggest difference to a child’s success in early learning? This is a key question, especially now that we are in the middle of the COVID-19 crisis and children’s early education is being disrupted. It’s […]

How our school developed a stretch and challenge mindset in the Early Years

stretch education elastic band

Learning something new is a challenging process; it requires the learner to take risks, make mistakes, often fail before succeeding and requires persistence and empathy.  In an attempt to move towards a more learning centred system, where mistakes are celebrated and learnt from and challenge is the norm, we began to develop “growing our brains” […]

Dialogic and shared reading for young children to support language and literacy

Reading with young children is an important activity to support early language and literacy, and how we share books with children can magnify its impact. During shared reading, adults and children talk about and around the book, rather than focus just on the text. The adult encourages children to play an active, rather than passive […]