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Attainment Gap

School Leaders, Teachers

Supporting children without bursting bubbles!

As the Recovery Curriculum is implemented in schools, how can all students be supported within their ‘bubbles’, to ensure that they don’t get left behind? In their recent article, Pamela Hanigan and Rachel Gelder, founders of Lancashire Dyslexia Information Guidance and Support (LDIGS), discuss how schools can build targeted interventions into classroom bubbles.

Parents, Teachers

Improving confidence through comics!

In the following blog post, Rossie Stone, the creator and founder of Dekko Comics, shares the story of his struggles during education and discusses how his comics can help to smash reading and learning barriers in the classroom, by making the curriculum accessible for all and improving children’s confidence.

School Leaders, Teachers

Why formal learning should wait!

As schools begin opening their doors again after many weeks of lockdown, it seems natural to focus on returning to familiar routines and getting pupils back up to speed with their learning. But as discussed by Dave Whyley in his recent EdWire Article, Covid-19 has changed the face of education and formal learning needs to wait!

Parents, Teachers

Using music to develop literacy!

Many learners find music a less threatening prospect than conventional language drills. When we wrap language and literacy development tasks in musical activities, more learners enjoy practising, want to do it more often, and get better at it…

Parents, Teachers

Virtual Learning and SEND Support!

Across the world, lockdown measures and physical distancing have severely impacted schooling and, like the rest of the educational world, I have moved my lessons online. As a specialist teacher providing one-to-one support for struggling maths students, this has been a steep learning curve.

Parents, Teachers

Phonics – Back to Basics!

We aspire to encourage all learners to develop a secure phonemic understanding, as this provides the foundations for their reading and learning journey. But, how do you recognise that pupils are developing good phonemic knowledge or identify those with a phonological deficit?

Parents, Teachers

Reading beyond the classroom!

When teaching children to read, we build upon their early knowledge of language acquired through their interactions and experiences. If children do not grow up in language rich environments, they can often find it difficult to keep up with their peers who do, especially when it comes to learning to read.
Within schools we can provide children with many opportunities to develop their enthusiasm for reading, however, it is just as important to ensure that children’s home environments also support their literacy development…

Teachers, Technology

AI – Unlocking potential in the classroom!

For the 148,000 children who leave primary school every year unable to read well the secondary classroom can be a daunting place, especially with many subjects now increasingly content heavy. As Lexplore consultant and teacher of 29 years Mark Fraser describes in his recent article, which was published in The Technology and Innovation Magazine by The Teach Company, many children enter the secondary classroom brimming with ideas and ready to engage but the difficulties they face when it comes to reading and writing often hold them back…