Migrants are rarely out of the news – mostly with negative words attached: ‘threat’, ‘invaders’, ‘illegal’, ‘flood’, ‘swarm’, ‘crisis’, ‘chaos’ ‘influx’, ‘sham’, ‘terrorist’ ‘suspected’. …What effect does this kind of inflammatory scare-mongering have on children?
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In schools, storytelling can be a rich experience for children, sometimes happening before they shape texts in writing, sometimes when telling stories for their own sake. It is what writing is built upon and skilled teachers know about its importance when using storytelling as part of the language curriculum to build children’s literary skills.
In September 2015, The UK Minister of State for Schools Nick Gibb released a statement which stated that summer born children in England starting their school lives at compulsory school age (CSA) of 5 would be allowed to start in reception class and stay with that younger cohort throughout their education rather than be forced […]
Leaders and practitioners in the early years have paused for thought when faced with the statutory requirement to promote Fundamental British Values in their settings. Blogs and sector events have seen a plethora of questions as early years practitioners search for the meaning of FBV and the implications for their work with children from birth […]
In this interactive infographic, Sarah Christie brings together the key facts and opinions about the current trend in the UK for increasingly formalised education for children at an ever-younger age.
School newsletters – those crumpled pieces of paper found, all too often, at the bottom of a schoolbag long after they are dispatched – are a humble but important part of school-home communication. In this article, Joanna Apps and Kevin Brewster, analyse the messages they convey. Finding the best way to engage parents in their […]
We all recognise a happy classroom. There is a buzz of conversation, the children are involved with their work and engage well with each other. There is a sense of purpose and meaningful activity. Happiness matters in all walks of life and it certainly matters in schools…
A strong argument has been emerging for some time that there is a concerning lack of rigour underpinning much of the research in this area. The proliferation of research and practical wisdom that declare how strong and effective relationships between schools and parents will improve achievement and make our children happier may actually be built […]
Father absence is often conceptualised as a ‘boy problem’. There is, perhaps, a silent assumption that boys are hugely disadvantaged by father absence because they lose their male role model and then walk into a ‘feminised’ school environment…It is important to remember that both boys and girls are affected by their experience of paternal absence. […]
Are children with EAL accommodated in the classroom? Is school policy sufficient? Is this our problem?…As teachers we have a duty to provide an education for all of the pupils in our classroom, helping them to overcome any barrier to learning they may face.