Blog -
Is Behaviour really getting worse? Consistency is key.
Sadie Thompson, shares insights from the EEF Improving Behaviour in Schools Guidance Report.
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This week the EEF produced a rapid evidence assessment examining the existing research for all available estimates of the impact of school closure on the gap between disadvantaged pupils and others. Key findings and implications include:
During ‘closures’ schools have been doing their best to support the learning of their pupils at home using a variety of strategies that work best for their context. With the future looking likely to involve a mix of remote and classroom learning, and taking into account the EEF’s key findings above, supporting teachers to provide effective remote learning should indeed remain a Professional Development priority for schools. Evidence informed resources to support schools with this can be found here EEF Covid-19 resources for schools .
As some nursery and pre-school children plus pupils in Reception, Year 1 and Year 6 start to return to school, we as a secondary school are planning for some face to face contact with year 10 pupils from 15th June. Reading through the EEF’s rapid assessment, one point particularly stood out to me and made me think: ‘There is a risk that high levels of absence after schools formally reopen poses a particular risk for disadvantaged pupils.’ How then can we plan to maximise the impact of the face to face contact we will have with our Year 10s so that they have the ‘desire’ to return to school as well as the self-regulatory strategies to continue to engage effectively with their remote learning? As is the case with remote learning, supporting teachers with the effective reintegration of pupils into schools also requires some Professional Development.
We are fortunate to have a calendared Professional Day next week which is great timing in terms of providing some support for our staff before some Year 10 pupils return. My SLT colleague who put our 2019 – 20 calendar together would like me to think that in the Summer Term a year ago he pre-empted the need for a Professional day on this date! To support our staff at this time we will be running a choice of webinars focusing on the themes of ‘effective remote teaching’, ‘successful reintegration of Year 10’ and ‘supporting staff and student mental health and wellbeing’. This will be followed by some individual reflection time and some time for departments to discuss and prepare. To stimulate department discussion around each theme we have produced some prompt sheets. The questions posed in the reintegration of Year 10 prompt sheet has been developed through my discussions with colleagues at other local schools, reading blogs on Twitter, the excellent Research Ed Home webinar by Peps McCrea and Caroline Spalding leveraging-the-science-of-motivation-to-optimise-the-return-to-school , and from the two excellent Teacher Development Trust CPDConnectUp webinars I attended over the last couple of weeks (Tom Sherrington: ‘Re-establishing teaching routines’ and Alex Quigley ‘Planning to bounce back from school closures’). These three free webinars provided me with the opportunity to take a step back, reflect and communicate with teachers and school leaders from across the country. A summary of Tom’s session can be found in his blog: re-establishing-teaching-routines
To stimulate some thought, here is the prompt sheet regarding Year 10 re-integration I have put together for our staff. I hope it will be of some use.
Year 10 face to face meetings- How do we make them count?
We will have the opportunity to meet with our Year 10 students over the next few weeks. These face to face meetings will be a chance to reassure students and to set them up with the skills to be able to continue to engage with online lessons for the remainder of the term. How can we maximise the impact of these sessions and ensure that students leave feeling reassured, part of the school community and motivated?
The aims of these face to face sessions are:
Ideas for the face to face sessions:
Discussion points for departments:
Blog -
Sadie Thompson, shares insights from the EEF Improving Behaviour in Schools Guidance Report.
Blog -
John Rodgers from Cornwall Associate Research School explores the issue of disciplinary vocabulary.
Blog -
Wider strategies at Willowdown Primary and Nursery, by Ro O’Reilly, Headteacher and ELE for West Somerset Research School
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