Primary learning mentor Ayub Malik explains why he is proud to be working with children experiencing barriers to learning
Jenny Barton, lead learning mentor at Norham Community Technology College, shares her experience of developing and facilitating a support group for parents of teenagers
Eamonn Farrar, chief executive and former head of Hurworth Comprehensive School in Darlington describes how he developed unique systems of mentoring to transform a low-performing school into one of today’s top performers
Who is on hand to assist a teacher to undertake enquiry into their practice in order to improve it? Sarah Fletcher explains the role of the research mentor
Raising the level of challenge for all children lies at the heart of RA Butler School’s G&T policy. Ann Geeves and Clare Gill describe how they have put systems in place to do this
Gifted and talented provision faces competition from many other areas for a share of personalisation funding. Josephine Smith and Paul Ainsworth share their tips for raising awareness of G&T in your school
Cliff Jones invites readers to challenge the meanings of words and concepts with more definitions of terms in current use and questions to stimulate discussion
This article examines the role of the learning mentor and how they can be deployed in the school for the benefit of the whole learning community. David Morley reports
SENCOs have an important role to play in providing continuing professional development for their colleagues in schools. A recent Ofsted survey lists recommendations for improving practice.
The key change to the curriculum at Key Stage 4 has been to increase the breadth of choice. Alan Monks, Deputy Headteacher, describes the impact on Ellis Guilford School and Sports College, Nottingham.
EYU contacted nursery managers about their experience of induction. In this issue we focus on your induction policy and how you can implement it effectively.
Philippa Bogle compares and contrasts facilitation, coaching, mentoring and counselling
Barrie Smale and Andrew Gibbons discuss the skills required of an effective mentor. As a developmental process, mentoring is a powerful and cost effective way of helping people to learn.
As you embark on a mentoring programme in your school, have you considered defining a clear approach to mentoring relationships? The following model of the mentoring process may help you to put all the elements for a successful programme together.
Peter Kent, headteacher of Lawrence Sheriff School, Rugby, and his deputy Annabel Kay, describe how a new model of ‘professional friendship’ has reaped dividends at their school.
This is an excellent introductory text to special educational needs and inclusion. It is aimed at trainee teachers and addresses relevant Professional Standards for QTS, but is certainly not constrained by these. The book is organised around three key themes of: principles and policies of special educational needs; working with others; and practical applications in the primary classroom.
Clare Smale and Andrew Gibbons consider how mentoring encourages the development of a learning organisation culture