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Secondary Education

Supporting Autistic Pupils in Mainstream Classrooms

1 in 100 people have autism, and schools need to be prepared to support autistic students. Katie Goodwin, Assistant Headteacher at Abbey Hill School shares how austistic pupils can be better supported in mainstream classrooms.

The Importance of Due Diligence when Merging with Academy Trusts

Academy trust due diligence is a key aspect of schools joining a trust. In this post, Tim Warneford, Director of Warneford Consulting, discusses the importance of due diligence when merging schools into academy trusts.

Supporting Neurodiverse Pupils to reach their full Potential

15% of all people in the UK are neurodiverse, true figures are estimated to be higher though not everyone has a diagnosis. Donna Lee, Head Teacher at Nettlesworth Primary School shares some tips on better identifying and supporting neurodiverse pupils.

Opportunity for All: Strong Schools with Great Teachers for Your Child

Department for Education Whitepaper sharing the latest advice on how schools can help children reach their best potential.

Training Schemes that Promote Teacher Wellbeing

In May 2021, the UK government launched the Education Staff Wellbeing Charter to support schools in promoting the mental health and wellbeing of staff. Laura Fordham, is a Senior Trust Consultant at HEART Academies Trust where she oversees staff wellbeing and development. She shares some of the training schemes available to staff working at Bedford Academy to help them with their wellbeing and development.

Implementing a Whole School Approach to Mental Health

1 in 6 school-aged children has a mental health problem, and there are escalating concerns nationwide around issues such as anxiety, self-harm and panic attacks. In this video, Lauren Pinney, Head of PSHE and Student Wellbeing at Hove Park School discusses how a whole school approach to mental health has benefitted both staff and student wellbeing.

The Problem of Sustainability for Academy Funding

In line with the UK Government's aim of reaching net-zero carbon emissions by 2050, the Department for Education published the Sustainability and Climate Change Strategy (2022). Phil Reynolds, Chief Executive Officer of PLR Advisory shares with us how the sustainability targets outlined in the strategy are difficult to achieve with academy trust finances and outlines changes that need to be made so that academies can become more sustainable.

In conversation: Supporting Unaccompanied Asylum Seeking Children

In 2020 around 43% of those seeking asylum in the UK were women and children. Of these, 8% were children who arrived in the country without a parent or guardian. We spoke to Coventry City Council, about they are working with local partners to provide more holistic care for unaccompanied asylum-seeking children.

Updating School Estates: the Impact of the Condition Improvement Fund

The Covid-19 pandemic has altered the landscape of academy and trust financial management. We heard from Tim Warneford, Director of Warneford Consulting, about the Condition Improvement Fund,, and what funds are needed to improve the condition of school estates.

Showcasing Local Employers to Improve Youth Employment Opportunities

The number of young people not in education, employment or training in January to March 2022 was estimated at 10.4%. We heard from Julie Young, Post-16 Advisor at Somerset County Council, about how the TalentEd Academy programmes has provided young people with opportunities to explore future careers following education.

Using Covid-19 Catch-Up Funds to Reduce the Attainment Gap

The Covid-19 Catch-Up Funds have been fundamental in helping schools decrease the attainment gap between students and helping disadvantaged students catch up with their peers. We heard from Lee Raftery, Deputy Headteacher of the Royal Liberty School about how interventions funded by the catch-up fund have helped improve student progress.

The Impact of Covid-19 on Schools

Lockdowns have had a massive impact on the education sector, with schools across the UK being closed for months on end, and learning having to move online. This briefing examines the ongoing impacts of Covid-19 on the education sector; discussing the ways schools have had to adapt teaching strategies so students are continually supported in their learning journey.

Attainment Gap: Cultural Capital and the Attainment Gap

Cultural Capital is the knowledge children need to prepare them for future success in life. We heard from Jackie O’Hanlon of the Royal Shakespeare Company about how culture and the arts can be used to help close the attainment gap and improve language development.

Attainment Gap: Supporting Disadvantaged Pupils

For the first time since 2011 As a result of the pandemic and the impact of remote learning, the attainment gap between children has started to widen. Alex Quigley, of the Education Endowment Foundation shared how early intervention and sustained parental involvement in learning can help provide better support to disadvantaged students.

Attainment Gap: Using Schoolwide Strategies to Tackle the Attainment Gap

The pandemic posed significant challenges for schools, with remote learning and disruption to learning widening the attainment gap across England. We heard from Sarah Rostrom of St Bede Church of England Primary Academy about how innovative schoolwide strategies can improve support for teachers, enabling them to deliver bespoke learning packages to students to tackle the attainment gap.

Youth Employability: Widening Access to Technical Education

The DFE have developed several new policies to reform the further education sector, with the aims of improving youth employability. We heard from Sue Lovelock from the Department for Education about the value of T Levels and the importance of widening access to technical education to further promote employment.

Sexual Health: Inclusive Sex and Relationships Education for LBGT+ and LGBT+ SEND Young People

Historically, there has been a lack of inclusive sex education in schools. Many LGBTQ+ and SEND students have reported feeling left out. We heard from Nick Dunne, Head of Education at the sexual health charity Brook. He outlined the detrimental impact of a lack of inclusion and why accessible education is so important.

Teacher Workload: Creating a Shared Teacher Planning System to Reduce Workload

Marking and data collection is a major source of concern and stress for teachers Some schools are now looking at innovative marking techniques to reduce the workload of their teaching staff. We heard from Kate Owbridge, Executive Headteacher at Ashdown Primary School on the school’s switch from marking to responsive teaching.

Teacher Workload: Implementing a Cost-Effective Wellbeing Strategy

The Bishop Young Academy have worked hard to create an inclusive and supportive culture, ensuring staff wellbeing is a priority. We heard from Vice principal Emily Kempthorne on ways that the school have done so in a cost-effective manner.

Teacher Workload: Making Teacher Wellbeing a Priority in Schools

The pandemic has posed a significant mental health challenge to teachers and educational staff. We heard from Sinéad McBrearty of Education Support who shared ways that schools can implement comprehensive wellbeing strategies that support their workforce.
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