A partnership between a school and a university can enhance teachers’ professional development, by gaining them accreditation for work done in the classroom. Steve Merrill and Gill Yates explain the benefits

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The difference between pupil outcomes in English schools is one of the highest in the industrial world, and reducing it is a persistent problem in education. But sharing good practice within schools can be a better solution than turning to outside experts, say Dr Peter Kent and Ray Tarleton

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The quality of an NQTs induction can shape their entire school career, in terms of their CPD. So how can schools ensure NQTs have the best possible introduction to their school? Elizabeth Holmes investigates

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Gill O’Donnell explores more external funding opportunities that school bursars can source in order to spice up their science curriculum

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What can schools in the UK learn about fundraising from their American counterparts? US-based education writer Michael Aguilar looks at how a school in Georgia has used fundraising as a key tool to enhance educational opportunities for the next generation of students

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School business managers can use their influence and expertise to ensure effective CPD and professionalisation of support staff. Nina Siddle describes the role she recently played in reviewing her school’s policies

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Who are the gifted and talented and what provision do they need? Deborah Eyre provides a basic layman’s guide to the fundamental principles of G&T education

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Mike O’Neill offers the first of a series of teaching activities for leading gifted and talented coordinators to use in the classroom with G&T students and share with colleagues

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A variety of enrichment methods used to inspire gifted and talented children are given the term ‘extension’, which is the subject of this at-a-glance reference for gifted and talented associated education vocabulary

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Schools must help gifted and talented students develop their leadership skills, as they have a lot to offer the rest of the school, and later society, in terms of active citizenship and entrepreneurial abilities, say Jo Smith and Paul Ainsworth

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Self-evaluation has an important place in improving the quality of provision in early years education. Early Years Update discusses how self-evaluation can be used for maximum benefit

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The Early Years Foundation Stage (EYFS) principles are designed to celebrate the importance of play and learning, by putting the child back at the heart of early years practice. Sally Jaeckle, senior regional adviser for the EYFS, South West, discusses

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A key person has special responsibilities when working with small number of early years children. They are an important part of good early years practice, for which Early Years Update offers a range of practical ideas to underpin the information in the Early Years Foundation Stage Principles into Practice cards

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Early years staff perfomance can be reviewed in a simple but effective way as part of an overall quality improvement process

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The Personalisation by Pieces (PbyP) system, a personalised learning scheme to give learners control over their own progression, is being used by forty schools around the UK. Its designer, former deputy head Dan Buckley, shares some of its achievements

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Raising standards and improving pupil progress are at the heart of every school’s work, and the renewed Secondary Frameworks are aimed at helping headteachers and their staff and schools do just that, says Clive Bus, National Strategies National Director, Secondary

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Conduct disorder can be highly challenging to deal with at school. Special educational consultant Michael Farrell looks at the disorder in detail

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It is important for headteachers to challenge what they feel is an unfair representation of their school, says Anne Clarke

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A review of research on SEN and inclusion has found competing agendas in schools for SEN, inclusion, and standards raising, which may create problems for teachers

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Richard Bird reflects on the way the current government has tackled education, and imagines a world with no Ofsted or National Curriculum

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Parents must be centrally involved in decision-making if the SEN system is to be changed for the better, says Lucy Wilkins

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How can strong teachers become even better? Headteacher Peter Kent and deputy head Annabel Kay describe the staff support triad system they put in place to help staff learn from and support each other

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Chris Fenton enthuses about the possibilities of reintegrating the curriculum, and making it more creative and relevant to children

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Introducing an excellence leader to their school leadership team can give a headteacher peace of mind, whilst reassuring other staff that school improvement is being led by someone in touch with the classroom

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Building links between a child’s school and home is an excellent way to approach their behaviour and emotional literacy, says Virginia Robinson

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In terms of the child’s welfare, cases related to adoption and birth parents can be complicated legally; especially when the father is unknown. Michael Segal explores a related case

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The DCSF claim their safety and play strategies make children safer than ever in primary schools. But has this increase in health and safety come at the cost of life experience and fun? Suzanne O’Connell investigates

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A school environment of confidence and respect can raise achievement and emotional literacy. Hazel Pulley, headteacher of Caldecote Community Primary School in Leicester, discusses how she did this in an amalgamated school

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Schools can have a major role to play to protect children from domestic violence such as ‘honour’-based violence and forced marriage. Jenni Whitehead looks at a report by the House of Commons Home Affairs Committee

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Underachievement and unfulfilled potential in schools is a problem that can spiral out of control for some students. Roger Smith encourages school leadership teams to be more aware of these children

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Social skills such as teamwork can be effectively demonstrated and taught using sport. Jody Specht discusses this cross-curricular method

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Beryl Burkitt describes how her school’s multi-professional team (MPT) enables joined-up working and aims to support learners

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Steve Mynard considers the educational tradition of the six week summer holiday, and asks if it is, and whether it should be, under threat

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John Viner reflects on his headship tenure at Draper Mills Primary, in his final article about turning the troubled school around. Here he highlights the importance of the way to deal with people as a way to affect change

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The needs of families that move can be overlooked. Philip Jones examines the importance of a thorough background investigation on mobile families, in order to effectively support the children involved

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The new National Professional Qualification for Headship pilot is underway. Crispin Andrews talks to one of the first participants

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How can you assist and support gifted and talented students without stigmatising them with a label? Deborah Eyre considers this fundamental question in gifted education

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Using thinking skills across the curriculum can be an effective way to boost learning. Anne-Louise Gibbon describes her experiences of developing thinking skills activities as part of a school working party

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How can schools successfully integrate enrichment activities into whole-school provision, thereby maximising their benefits? Bob Cox discusses, with reference to external providers

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What is a school’s legal position when it comes to the education of Gypsy, Roma and Traveller children, and how do teachers protect their education? Michael Segal discusses

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The knowledge transfer partnership (KTP) at Bedlington Community High School aims to improve learning for staff and students at Key Stage 3. Anna Reid describes the two-year project and how it aims to develop an assessment framework for enquiry using ICT

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It is important for schools to identify gifted and talented pupils in sport at a young age so that they can help nurture and develop their strengths. Crispin Andrews discusses using a multi-skills approach in primary schools to do this

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In cases of sexual offence, it is often a school’s duty to educate the perpetrator as well as protect the victim. Yvonne Spencer provides advice on how to balance these competing needs

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Jo McShane examines the ‘sticky’ issue of the IQ and social class debate

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Joan Hardy has worked with gifted and talented students in Year 9 to develop their visual learning skills and help them cascade what they have learned to pupils in Year 7

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Schools are increasingly turning to Public Finance Initiatives to finance large building projects. Mark Blois looks at how it works

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Whilst a topic-centred approach to teaching has its advantages, we must not forget the central importance of subject-based concepts, says David Leat

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The REAL Project (Realising Equality and Achievement for Learners) has transformed opportunities for G&T students in black/minority ethnic (BME) communities and those who speak English as an additional language (EAL)

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When a teacher finds it necessary to use force with a pupil it is essential that they are clear on how to use that force — and how much to use — as well as how to deal with the recording and reporting of the incident afterwards

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How can the process for meeting the government’s Financial Management Standard be made more manageable for school governors? Lindsey Wharmby offers some tips

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