News

Features

  • Every year, more children with Down syndrome are successfully included in mainstream schools, more young adults with DS hold down a job and thrive...
  • Alison Thomas discovers how a special school and a mainstream school are collaborating to teach literacy across the curriculum, with great success.
  • Most adults rarely read aloud, yet we regularly ask children to read for assemblies and in plays, to recap group work and read for those important...
  • A prolonged stay in hospital can be deeply unsettling for a child, especially if it comes without warning. Quite apart from the anxiety that may...
  • Speech and language therapist Priya Desai explains why some children find it harder than others to communicate, and how to observe and act upon...

Book Reviews

Focus On...

  • Fire-fighter, over-committer or Chatty Kathy? Rita Cheminais offers a survival kit for the busy Senco, whichever type of time manager you are.
  • Rita Cheminais offers practical advice on how to get the most out of a multi-agency partnerships, including school-to-school support and evaluating...
  • Pupils who are in most need of support are being let down by current classroom practice, according to academics at the Institute of Education....
  • Tried-and-tested strategies to address classroom behavioural issues, from Nicola S. Morgan and Gillian Ellis.
  • Children at an infant school in Tunbridge Wells develop their learning power and their risk management skills by engaging with the world around...

Resources

  • We have been using the SOLAR pupil assessment tracking system since 2010. At Five Acre Wood School, we cater for children from 4-19 with profound,...
  • At Penarlag CP School, we use two pieces of software to screen children to get an understanding of their learning abilities, the strategies they...
  • It is easy to measure academic results but not so easy to measure attitudes in a school. At Hereford Academy, 39 per cent of students have...
  • As teachers, we know some pupils capable of more than the work they produce, but we can’t always put it down to not trying hard enough. So...
  • Two teachers tell us about some of the tools they have used to help improve their pupils' spelling.