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The rate of teachers quitting within the first five years of starting has seen an increase. Why is this the case and can EdTech support them in the future?
According to research:
“Seven in 10 teachers considered leaving their job in the last 12 months.”
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Bullying is, unfortunately, a prevalent issue within education. How can it be reduced and how can EdTech assist and improve particular students’ experiences?
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Students home learning has increased due to the pandemic how can students make the most of a difficult situation? Here’s 5 tips.
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During December the academic year tends to slowly lose momentum, but now could be the chance for students to catch-up on lost learning. Here’s 5 tips.
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Students with special educational needs deserve an equal chance at education and alternative provision can be a viable option for them.
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Exclusions can be damaging to a school’s budget and reputation so it needs to be used as a last resort. Alternative provision can play a vital role in helping.
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Alternative provision can provide multiple ways to support students, if they are struggling, and help them achieve their educational goals.
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The impact the pandemic has caused on parents’ health and wellbeing cannot be ignored. Parents must now focus on their return to normality.
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The issue of sexual abuse and harassment within schools has become an increasingly concerning matter in today’s society.
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School closures severely impacted most children with their learning, Ofsted has revealed.
The report findings showed that some children have gone significantly back with their social skills, while others have lost their “stamina” for reading.
Schools were closed to most students in March. This blog post explains.
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Masks are now compulsory in school and communal areas – but could the new rule lead to further behavioural disruption.
The rules coincide with a new national lockdown in England, where non-essential businesses will close but schools will stay open.
Since schools reopened to all students in September there has been concern that behaviour had worsened. What could this mask rule mean for schools?
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Bonfire night can be great fun but also poses dangers to children – especially in ‘lockdown England‘ where home-based bonfires and firework displays are likely to become the norm.
According to the Child Accident Prevention Trust, more than 550 children under 16 are taken to A&E in the weeks surrounding Bonfire Night.
How do you ensure children stay safe around fireworks? This blog post explains.
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A second national lockdown has been announced in England with one crucial difference: schools to stay open.
The Prime Minister, Boris Johnson, said on Saturday: “Our senior clinicians still advise that school is the best place for children to be, we cannot let this virus to damage our children’s future any more than it already has.”
However both regional mayors across England and senior members of the Conservative party have criticised the plans. What are your thoughts? Let us know in the comments below.
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School attendance around the UK has continued to fall as the coronavirus pandemic takes a toll on education.
The Education Policy Institute said that rising infection rates had created challenges for schools since they reopened, with hundreds of pupils and staff being sent home following outbreaks of the virus.
The rates are regionalised around the UK. Which areas have the highest rates of absence? This blog post explained.
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Schools have a legal duty to provide a remote learning solution for learners who cannot access school buildings due to Covid-19.
The Coronavirus Act: Provision of Remote Education (England) Temporary Continuity Direction comes into effect this week.
Do you know how to be remote education ready? This blog post explains.
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What is your current attendance?
There has been a rise in the number of schools whose attendance rate has been affected by coronavirus.
The latest figures show pupils isolating in 46% of secondary schools and 16% of primary schools.
Overall attendance has worsened from 90% to 89%. What are your attendance figures? Let us know in the comments below.
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Everyone’s mental health has been affected during lockdown and with more students being referred to counselling services, the impact on children’s mental health should not be underestimated.
Primary and high school teachers have said children had “become more vulnerable in lockdown“, according to the BBC.
75% of mental problems in adult life (excluding dementia) start under 18. What has been the impact on children’s mental health?
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Exams in Scotland are to be adjusted or cancelled in 2021, the Education Secretary has announced.
The biggest announcement has seen National 5 exams cancelled and replaced with teacher assessments and coursework.
John Swinney said it was likely students would face disruption and that the Covid-19 pandemic was “too big a risk“.
Here is what you need to know.
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EDBlog reported last month that there has been a significant decline in pupil attendance – amid fears there are children reluctant to return.
A report issued this week by Ofsted showed the effect of the pandemic on schools around the UK. Parent and pupil anxiety is said to have led to increased absence of pupils, while parents opting to home-school their students permanently had also increased.
What can be done if you have children reluctant to return? This blog post explains.
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Half of teachers are “drained and exhausted” while 15% are “physically and mentally on the brink”, a TES survey revealed today.
The survey, carried out this week among teaching staff across the UK, found that just 10% were “completely fine” while only 1% said “I feel great”.
One school teacher said: “We’re in a climate where everyone is on edge and stressed out and worried the whole time. If I’m still in this job by Christmas, I’m going to be amazed. I’ve had enough.
This blog post takes a look at the latest in schools.
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There are 400,000 pupils absent from the classroom due to issues associated with the pandemic and lockdown.
The Children’s Commissioner said that pupils sent home due to a Covid-19 was relatively small but many children with special needs or emotional problems had yet to return.
The figures continue a worrying trend set by schools in Scotland, where 12% of pupils were absent on one day last month.
What can be done to increase the number of children receiving an education? This blog post explains.
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UK Scientists have a proposed a two-week national lockdown to take place during October half-term, according to reports.
A the R number (rate of infection) continues to rise around the UK.
The timing of this lockdown would be designed to cause minimal disruption to schools. What would this mean for schools and do you have a contingency plan? This blog post is here to help.
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The advice from the Government’s coronavirus guidance is that “Supply teachers, peripatetic teachers and other temporary staff can move between schools. They should ensure they minimise contact and maintain as much distance as possible from other staff.”
Having cover for teachers away from the classroom is essential in the modern climate – and this could become one of the worst years for sick leave ever seen around the world.
How can ensure you have the necessary holiday cover while meeting specific guidelines. This blog post explains.
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Parents can be fined for taking children on holiday during term time without the school’s permission because children miss valuable learning. For students who are absent, catch-up lessons for holiday learning time are vital to get them back on track.
The UK Government states:
You have to get permission from the headteacher if you want to take your child out of school during term time. And you can only do this if:
- You make an application to the headteacher in advance (as a parent the child normally lives with)
- There are exceptional circumstances
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Today is Suicide Prevention Day – and this year more than most, mental health has taken centre stage.
Safeguarding learners during lockdown has been a challenge – and now schools have reopened experts are predicting a surge in cases, which some teachers are finding overwhelming.
This blog post explains the challenges faced and the solutions available to safeguard mental health students.
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There’s a number of reasons why some of your students might be learning remotely.
Whether it is because they are vulnerable, are in a bubble forced to isolate or health anxiety has been triggered.
You can ensure a full teaching programme is available for pupils who are learning remotely. This blog post takes a look at how this would work.
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Need to make an announcement to your entire school? Under current guidance, whole school assemblies are unwise under the new bubble system.
It could mean virtual assemblies are the new normal – but may not have been considered.
This blog post takes a look at how you can do assemblies and make announcements virtually.
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A positive alternative provision provides students with meaningful learning activities with meaningful learning activities which improves self esteem, engagement and subsequently quality of life and their relationship with those around them.
A positive alternative provision backs EDClass’ ethos of education for all. By providing a one-to-one support with a person or through a system they like, they are more likely to engage in education, learn and develop.
This blog post takes a look at the benefits of having a positive alternative provision where students are learning.
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The Government guidance on school reopening states: “The overarching principle to apply is reducing the number of contacts between children and staff. This can be achieved through keeping groups separate (in ‘bubbles’) and through maintaining the distance between individuals.”
The reason for this is to keep teachers and pupils safe by minimising the number of people they come into contact with.
This blog post explains teachers safety when rotating and students remain inside a fixed classroom.
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Low level disruptive and poor behaviour affects pupil learning and damages students’ life chances.
And it could be worse this autumn.
Ofsted previously said that pupils could lose up to an hour of learning each day due to disruptive behaviour. But what will this mean for education’s “new normal“? This blog post explains.
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Separation anxiety could pose challenges for schools returning this autumn.
“It can be hard to recognise an anxiety disorder. Kids who worry are often quietly worried,” says Dr Michelle Curtin, developmental-behavioural pediatrician at Riley Hospital for Children at Indiana University Health.
What are the signs of separation anxiety disorder, why might it occur and what can be done about it? This blog post explains.
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The Government has issued new guidance for schools allowing social distancing with students and staff.
Schools returned full-time from the start on the autumn term – under strict instruction from the Government for this not to be on a rota basis.
This blog post explains the new guidance for schools.
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“It just feels like nobody cares about us”, paediatrician Sarah Cockman had been told by parents and children on visits to B&Bs where homeless families had been staying. From bed-wetting to anxiety to leering men on doorsteps missed safeguarding issues have caused great concern during 2020.
Teachers have been told to expect a “tsunami of safeguarding concerns” when schools return this week.
The horrendous situation for families has been compounded during lockdown. The impact of inequality has exploited young people. EDBlog takes a look at missed safeguarding issues and how communities can work together to resolve them.
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The new academic year will begin in England next week – and secondary school pupils in local lockdown areas will need to wear face masks.
Across the country, headteachers will have flexibility to introduce face masks in their school.
What do you think to the new rules? Let us know in the comments below.
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“Separation anxiety is a normal developmental phenomenon” says Judith A Crowell, professor and interim division director of adolescent psychiatry at Stony Brook University.
But with the absence of school for some pupils of over six months, separation anxiety could be on the rise when schools return in September. “I think anything that is associated with uncertainty or change has the potential to trigger anxiety in kids,” says Crowell.
This blog post takes a look at separation anxiety disorder and why it could worsen in the new academic year.
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Pupils in the UK should return to schools full-time in August (in Scotland) and September (in England) – even if they have been shielding.
Advice from the Government states that “unless their GP or specialist healthcare provider advises otherwise, any children and young people who live with someone who has been shielding can also return to school.”
But what does this mean for families who are still shielding? This blog post explains.
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Racist bullying is endemic in our schools in the UK, according to a report on racism in schools released this week.
Analysis of Government figures by campaigners Hope Not Hate – and published in the London Evening Standard – found that English schools suspended or permanently excluded students 4,904 times for racist abuse in 2018-19.
It marks a 13% increase from 4,329 which was record in 2017-18 – and it is the highest number since records began in 2006.
Why is racist bullying so high and what can be done about it? This blog post explains.
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There could be an increase of 250% in child protection referrals that need to be investigated and kept safe when lockdown is eased further, according to the head of the largest child protection department in the UK.
Matt Dunkley, corporate director for children and young people at Kent County Council, said: “What we are looking at is a huge surge in September in children needing to be seen, families needing to be assessed, when they are at the end of their tether after six months being locked down or being out of the eye of their school… that leaves us with a huge problem.”
EDBlog previously reported that teachers were feeling “stressed and overwhelmed” about a surge in safeguarding concerns post-lockdown. But what do the latest revelations mean? This blog post explains.
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Alternative provision while excluded is education and support which should be provided to children who are not able to attend school.
According to the Government: “Alternative provision is too often seen as a forgotten part of the education system, sidelined and stigmatised as somewhere only the very worst behaved pupils go. All pupils deserve high quality education, and while this is often the case, too many pupils are failed by the system and they are not receiving the education that they deserve.“
It is a legal requirement that alternative provision must be arranged for an excluded child from the sixth day of their exclusion from mainstream education (sixth day provision). But not every child in alternative provision has been excluded. This blog post is all you need to know about alternative provision while excluded.
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The catch up process for students who have been missing from education is now underway – and focus must turn to pupils on the transition from Year 6 to Year 7.
The Telegraph has reported that “children in Year 7 might need to be retaught parts of the English and maths syllabus from their final year at primary school“.
Your tutoring is at the heart of producing a catch up programme which enables KS3 pupils reach their potential. But when should it start and what can be done to help? This blog post explains.
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The risks of permanent exclusion are far-reaching, as removing a student from the school-setting can have huge ramifications on the school.
But sometimes, the risk to the school and other pupils can far outweigh those risks.
But what is the process of permanent exclusion and what can be done to reduce the risks? This blog post explains.
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Reducing persistent absence is an objective for almost all attendance officers.
Maintained schools must meet for 380 sessions or 190 days during any school year – and if schools are prevented from reaching this target they must find a way of holding extra sessions.
But what are the requirements for meeting attendance and what can be done to reduce persistent absence? This blog post explains.
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Home education in it’s current form isn’t working. A report on the BBC this morning has told the story of parents being reduced to tears as they try to balance work with educating their children.
EDBlog has recently reported on the rise in mental health pressure amongst young people, but it is also having a significant effect on parents.
This latest campaign says in the event of future lockdowns “a plan must ensure that the learning and wellbeing of all children are prioritised, wherever circumstances they live in.”
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By improving attendance you can directly influence improved academic outcomes. Regular class attendance means students are provided with live teaching to both a whole classroom and can also receive tailored feedback.
The Ofsted framework judges schools in four areas: 1) Quality of education 2) Behaviour and attitudes 3) Personal development and 4) Leadership and management. Attendance is included in the Behaviour and attitudes judgement – so it is essential for schools to keep attendance high.
This blog post will explain how attendance is judged by Ofsted and 5 top tips for how attendance can be improved.
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A student’s ability and performance in education isn’t a simple issue of motivation. Barriers to learning are the barriers which stop students from achieving their goals.
Barriers to learning can be common or may be a one-off associated to individual students.
This blog post takes a look at common barriers to learning and how to overcome barriers to learning.
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All educational institutions have a fundamental responsibility to ensure children and young people are protected and kept safe from harm.
But what does safeguarding policy entail? And how can it keep students safe in more ways than one? This blog post explains.
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The impact of the lockdown on safeguarding is starting to show – with a number of reports showing a rise on phycological stress and safety concerns among young people.
EDLounge reported in June that schools were braced for a “tsunami of safeguarding disclosures” when schools reopened.
Safeguarding Week 2020 has taken extra significance due to the unprecedented circumstances, according to the Chair of North Yorkshire’s Safeguarding Adults Board (NYSAB).
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The Government has continuously said throughout the pandemic that vulnerable students are their priority.
Schools have remained open for vulnerable children and those children whose parents are keyworkers. However many vulnerable children have not attended.
Issues such as digital poverty have arisen, and while schools return to normal the question remains: are you caring for vulnerable students?
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A survey of school leaders has found that a quarter of headteachers and 10% of pupils are struggling with stress.
Teacher Tapp, an app for industry professionals, asked headteachers and teachers if they were more likely to leave their roles as a result of the lockdown and the adjustments that schools have been asked to make.
What can be done to help teachers struggling with stress?
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Changes have been made to school reopening, the Government has announced.
Speaking in the House of Commons, the Education Secretary said the adjustments made would provide ‘flexibility’ to schools.
Among the changes, the Government has also said that ‘priority lists‘ will be used to explain to School Leadership Teams (SLTs) who will be offered spaces first.
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Today is #BestFriendsDay, at a time when huge numbers of young people haven’t seen their best friend in a number of weeks. Children’s mental health is in freefall as a result of the lockdown.
According to Dr Maria Loades, a clinical psychologist, says “There is evidence that it’s the duration of loneliness as opposed to the intensity which seems to have the biggest impact on depression rates in young people.”
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Schools should plan for students getting caught up as quickly as possible, says the child’s commissioner.
There have been a number of suggestions put forward on how to get students caught up.
But which structure should be used to catch students up on lost education?
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Teachers feel overwhelmed and helpless due to a large number of safeguarding concerns caused by the coronavirus pandemic.
A “tsumani of safeguarding disclosures” is feared when pupils do return to the classroom, according to one safeguarding lead. It has been reported that schools and PRUs may struggle to cope with the huge rise in cases.
When learning from home, schools remain responsible for safeguarding students. But are schools doing everything to safeguard their students and can they do more?
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Schools in England are beginning to reopen – but things are very different with a host of new safety measures now in place.
It’s up to schools to decide how to open safely and the Government has issued guidelines on the types of measures necessary to ensure safety for teachers and children in the classroom.
But what are these guidelines and what does the post-coronavirus school look like?
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Ofsted Chief, Amanda Spielman has said the coronavirus pandemic has caused ‘a crisis for all children’, as disadvantaged children look set to fall behind in education as a result of inequality.
BBC Newsnight this week reported that the pandemic could undo 10 years of improvements in the education sector. Children may have to go to school 7-days-per-week to make up for lost time. The pandemic is also likely to increase the north-south divide.
The situation has caused a great deal of concern for individuals across the education sector. But what difference is the crisis making to pupils from the most disadvantaged backgrounds – and how will this crisis affect everyone concerned?
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The process of school reopening will not mean that children will be forced to spend their summer holidays catching up in the classroom, says the Education Secretary.
Gavin Williamson was speaking at this week’s Education Select Committee meeting on Wednesday where he also discussed the impact of the closures on vulnerable children.
Earlier this month, we reported that Williamson may prefer an earlier lifting of lockdown restrictions due to the impact on the education system. However Williamson refused to be drawn on a date. Earlier today, Shadow Education Secretary, Rebecca Long-Bailey stressed schools should only be open when safe to do so.
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Scotland’s Education Secretary and Wales’ Education have lifted the lid on a potential phase opening whereas ministers in England remained tight-lipped.
England’s Education Minister said last week that vulnerable children would be “priority” as part of any plans to reopen schools.
But are we any closer to reopening schools and what does the plan look like?
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Digital poverty is a growing problem in the United Kingdom that the coronavirus pandemic has exposed. In 2019, then-Labour Leader Jeremy Corbyn stated, “The internet has become such a central part of our lives. What was once a luxury is now an essential utility.”
Ultimately, a research report by the Low Income Tax Reform Group found that ‘a significant proportion of the UK is “digitally excluded” either through not having internet access or because of low levels of digital literacy. The drive for digitalisation of government services could reinforce the social exclusion of a sizeable segment of the population. This could lead to wider impacts in the medium and long term.’
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Education Secretary Gavin Williamson has fronted today’s UK Government press conference to shed light on the criteria which must be met in order for schools to reopen.
The minister highlighted a five point principle in order for the reopening of schools – which we will detail below.
But what did the Education Secretary say today?
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Today is primary school offer day – a key indication that schools plan on soon returning to normal.
Education Secretary, Gavin Williamson, said the offer day is going ahead “because it is important to mark ‘milestones amid the Covid-19 outbreak.”
Earlier this week, EDLounge reported that Williamson would prefer lifting of lockdown restrictions sooner rather than later. But what do his comments today mean for education resuming?
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Since school closures were announced 18 March, schools have turned to various forms of virtual learning to ensure education can still be achieved.
From specialist remote learning platforms to a do-it-yourself-style teaching with help from video conference software, the difference in learning experience can be stark.
But how safe is your online teaching mechanism?
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The coronavirus crisis could have damaging implications on the most vulnerable pupils in society, according to insight.
One London teacher explained “many of our students now bear extra responsibilities, from taking care of younger siblings to helping maintain the household and are less focused on their education. Their learning suffers from he added pressure, none of which is under their control”.
But concerns for vulnerable pupils could be far wider. Early indications suggest certain pupils are feeling ‘alone’ and intimidated by family members. Here is what we now how the coronavirus crisis is affecting some of the UK’s most at risk pupils.
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In the short space of a phone call with my brother last night, three more emails landed, subject: ‘Update from GOV.UK – Covid-19’. Each one means more legislation. More rules. Each one makes you think what else can’t we do? Is there much left we can do?
And yet, curiously, there’s also the sense that the ‘rules’ that keep us sane and grounded are ‘out of the window’ – as was I, at eight o’clock last night, for example. We do things we didn’t do before, and can’t do things we took for granted before. The old order of things is becoming obsolete as we adapt to new behaviours, and the burning questions are ‘When will we return to normal?’ and ‘What will the new normal be like?’.
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We knew it was coming. It had been weeks in the planning. Sam has spent last weekend creating various Skype groups (including one for “General Chit Chat”) to ensure all eventualities were covered.
On Monday, we had an all-staff meeting to discuss how it was going to work. From Tuesday we would be working from home.
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Last week, the UK Government opted to close schools but said some schools should remain open so that key workers can continue to go to work.
But some schools are struggling to cope with the demand with many staff at home. Further some staff remain worried about the virus continuing to spread between pupils.
According to the NAHT staff are “understandably anxious about the personal risk of simply going to work”. But should the school situation change to benefit staff and parents of those present?
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The United Kingdom has outlined new measures to order to tackle the coronavirus pandemic which will affect everyone.
The vast majority of shops will close and police will intervene on gatherings of more than two people. People are only allowed to leave their homes for essential travel to work, food shopping and to exercise once per day.
Many people are now fearing the effect of a lockdown on their mental health?
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Today is the first day of school closures in England, after it was announced by the Government last week.
Schools are now only open for children of key workers. Meanwhile, the vast majority of children need to be educated and entertained at home.
But how can parents work from home and provide support for their kids at the same time? And what defines a key worker?
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The Government has announced plans for UK schools to close on Friday. However, some will stay open to protect the most vulnerable pupils.
The move reverses a decision made on 12 March to keep schools open which had attracted some criticism. Scotland and Wales made the decision to close earlier on Wednesday, with England following suit later in the day.
But prompt the decision for UK schools to close, and what does it mean for summer exams?
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Governments are announcing plans for school closures around the world. But with online learning, school can contingency plan for closures and ensure safeguarding is achieved.
Yesterday, the UK Government released details for a ‘Coronavirus Bill‘ which will be put before the House of Commons today. There are rumours that more significant measures could come into effect this Friday as a result.
But what could the Coronavirus Bill mean for schools? And how should school contingency plans be informed and support by online learning?
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Home education could be set to take centre stage in the UK as the coronavirus outbreak continues to affect schools here and around the world.
Today, the UK Government released fresh guidelines so that schools know what to do with pupils who show symptoms of Covid-19.
But what should a school do with the suspected pupils? What happens to the pupil and staff that they come into contact with, and how can home education help?
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A number of universities are changing their teaching strategies as a result of the coronavirus pandemic.
The UK Government decided on Thursday to keep schools and universities open for the foreseeable future. But this decision has attracted some criticism.
With an increasing number of UK students coming into contact with the virus, universities are taking a number of different measures to ensure their running. But what are these measures and how can online learning help?
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A teacher has come up with a novel way to ensure children wash their hands thoroughly during the coronavirus crisis – and her response has gone viral.
Shauna Woods, 29, a teacher at Hallsville School in Missouri uses a stamp with the inscription, “Ms Woods” to keep her name on books. Now she puts the stamp on the hands of pupils, to ensure hands are washed for long enough for the stamp to be removed.
Have you had a similar idea to encourage pupils to wash their hands thoroughly?
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The coronavirus crisis is having an impact all around the world. In Canada, Prime Minister Justin Trudeau is in 14-day isolation after his wife tested positive. Brazilian President Jair Bolsonaro is being tested after an aide tested positive.
The Government response has varied from country to country; varying from complete lockdowns, air travel bans, school closures and the postponements of major sporting events. Yesterday, the UK Government made the decision against widespread school closures, but the move has attracted some criticism.
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The UK has made the decision for schools to remain open in the face of the Covid-19 coronavirus, despite widespread school closures in other countries affected by the virus.
The decision came as a shock to some, following the Republic of Ireland’s decision to close all schools and colleges until 29 March, earlier in the day.
But why has the Prime Minister made this decision, and are some school closures in the UK still likely?
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Nearly 300 million children are currently missing classes as a result of Covid-19 coronavirus. As of last week, 22 countries on three continents have closed schools, which has triggered the United Nations to warn, “the global scale and speed of the current educational disruption is unparalleled.”
The epidemic has shaken industries around the world. Schools thrown into home-school has hit industries the hardest that rely on students in schools and parents in work.
Virtual classrooms can help to ease the social unrest that is likely to be caused by the crisis. But what are these problems and what is the solution? Here is all you need to know about how other countries have approached learning and revising as a result of coronavirus – and the use of a virtual classroom.
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Learning at home may become the new norm as the coronavirus closes schools around the world.
290 million pupils are facing weeks at home. Widespread closures are already in place in Italy, China and Japan – and the UK could soon follow suit.
Further, hundreds of schools were closed last November due to flooding. A large number of homes were flooded as a result of heavy downpour last month too. But what should your school do with students’ education in these circumstances and how practical is online learning?
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As the coronavirus badly affects many countries around the world, nations are turning to virtual classrooms so that education can be maintained.
Concerns have been raised that the illness could force school closures and delay GCSE and A-level exams in the UK.
But does the education system have to shut down, and what are the benefits of virtual classrooms?
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Safeguarding trumps GDPR.
The General Data Protection Regulation (GDPR) came into force in May 2018. Yet, there is still some confusion within education about whether it takes priority over safeguarding – leaving some vulnerable young people at risk.
According to the Government, “Information sharing is essential for effective safeguarding and promoting the welfare of children and young people. It is a key factor identified in many serious case reviews (SCRs), where poor information sharing has resulted in missed opportunities to take action that keeps young people safe.”
But how do safeguarding and GDPR fit together? What should you do if both options contradict?
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Headteachers of UK schools are preparing contingency plans for the coronavirus crisis in schools. Further closures are expected, with the impact felt around the world. The Daily Mail reported this morning that 290 million children are facing weeks at home as 13 countries have shut schools.
Iran have announced the decision to close schools until Persian New Year. This event is followed by national holidays, which means classroom will remain empty in April. This follows decisions to close schools across Italy and Japan.
Headteachers in the UK are liaising with educational professionals in the worst hit countries, with schools in Hong Kong and China currently educating students through online learning. In this blog post we’ll explain the latest on coronavirus in schools.
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The government has updated its advice on schools for when the coronavirus hits the UK more significantly.
Last week we informed you that a number of UK schools had closed on a precautionary measure after coronavirus cases were identified locally. We also reported that schools are seen as a social hub of the community, and can therefore be prime location for the epidemic to spread.
Today, the UK government – along with the parliaments of Scotland, Wales and Northern Ireland – have announced a coronavirus action plan, to detail how the country will deal with the virus.
But what does the plan entail and how will it affect schools?
Reading time: 4 minutes
According to the government’s ‘Working Together to Safeguard Children‘ white paper: nothing is more important than children’s welfare.
The system is designed to respond to the needs and interests of children and families, and how they work needs to run in partnership with other interested parties.
Schools play an essential role in protecting children from abuse, and with regular contact with young people they are in a strong position to identify signs of abuse and neglect. But with events such as severe flood and coronavirus affecting the country, increasingly schools are turning to home learning to ensure children still receive an education.
But how can the school ensure pupils are still safeguarded whilst off-site?
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Reading time: 5 minutes
The news in recent days has been dominated by the death of Caroline Flack, with the presenter previously opening up on her battles with depression and anxieties in the public eye.
The topic has reinvigorated conversations about mental health. The issue heavily affects teenagers, with 98% of teachers and school leaders admitting to coming into contact with pupils experiencing mental health problems in 2017.
But what is the current practice for addressing mental health in schools? What else can be done?
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Reading time: 4 minutes
Some schools are missing the opportunity to address extremism, due to a minority of schools not designating incidents of bullying as racist. The report suggests that school leaders do not see extremism as relevant to their school or area.
This article explains Prevent Referral, and how it should be used when dealing with cases of extremism in schools.
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Reading time: 4 minutes
The children’s commissioner, Anne Longfield OBE, has issued concern over the use of school isolation booths, according to the Guardian.
Ms Longfield described “horror stories” as she visited isolation units in schools throughout the UK.
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Reading time: 2 minutes
We know that building our professional relationships with students is a cornerstone to the responses we receive from children and young people through their learning.
We also know that the reliability and trust we build with our students forms the basis of the social and emotional support we provide.
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Reading time: 3 minutes
Teachers talk a lot. It’s an integral part of the job.
Some may shout, others may whisper. Some teachers will speak normally in the classroom, others will project their voices as if they were on stage.
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Reading time: 2 minutes
Resilience – you might think that it’s every bit as important as academic aptitude, talent on the sports field or being an exceptionally skilled musician. But is it perhaps the most important learned characteristic of all?
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Reading time: 2 minutes
Students across the UK find themselves confronted with violent crime reports and imagery every day.
Even if they don’t actively follow mainstream news, their presence on social media often results in passing knowledge of what’s going on and, equally, schools themselves are compelled to discuss crime when it becomes an issue in local areas or, indeed, with the school itself.
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Reading time: 2 minutes
Mental health is increasingly recognised as a problem for pupils of any age. A 2015 report by the Mental Health Foundation highlighted figures from previous ONS research that suggested 10% of children and young people between 5 and 16 have a diagnosable mental health problem.
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Reading time: 3 minutes
Over time there have been more than few vocal commentators who relish an opportunity to criticise the ways in which students are seemingly wrapped in cotton wool. In some environments, children are not taught about failing and every attempt to achieve is considered a success.
Yet amongst all the hyperbole and media bias, there’s an important question at the centre of it all – do they have a point? And more importantly, should we allow our children to try and fail?
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Reading time: 2 minutes
Knife crime is endemic in the UK, with barely a week going by without another stabbing resulting in death or critical injuries.
Recent Ministry of Justice figures highlighted that, in the year to September 2017, 4,439 knife crimes were committed by a perpetrator between 10 and 17 years old with 582 of these perpetrators immediately taken into custody.
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Reading time: 4 minutes
Paperwork – for teachers it’s at nothing short of epidemic levels. The stats are stark – and they’re thought to be contributing in big ways to the fact that half of all teachers plan to exit the profession in the next five years.
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Reading time: 3 minutes
Emotional and academic resilience is an integral aspect of students reaching their potential. Innate talent and application can only help pupils reach their targets if resilience is built up alongside them.
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Reading time: 2 minutes
Drugs and addiction are one of the many issues that need to be addressed cooperatively between schools and parents. Without one half of that puzzle, children are more at risk of falling into dangerous patterns of behaviour.
However, in order to effectively address drug use among their students, teachers and schools must first know what they’re up against and then identify methods to educate pupils in ways that are accessible.
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Reading time: 2 minutes
Every primary and secondary school in the UK will have to deal with bullying behaviour in some form or another every week. Some 16,000 children are absent from school in the course of a year solely due to bullying.
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Reading time: 2 minutes
Crafting has all kinds of mental and educational benefits. So if you want to improve your students’ behaviour, wellbeing and more, it’s time to start a craft club.
You can hardly have missed the rise in popularity of traditional activities – we have the Great British Sewing Bee, Channel 4 paying millions to take over the broadcasting of a baking show, and you probably know at least one person who knits or crochets. Crafting is big news.
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Reading time: 2 minutes
Nature may not be a universal panacea, but it does bring a whole host of rewards. Here we look at how it might improve students’ learning achievements.
Spending time in nature has been shown to have mental and physical benefits for children and adults alike. So it’s worrying that children are spending ever less time in nature.
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Reading time: 3 minutes
In 2011 Mark Zuckerberg stated that, at some point, the minimum 13 year age rule would be lowered.
55% of parents of 12-year-olds said their child was on Facebook and 76% said they helped them gain access.
Whilst, at the time, he came under fire from child safety experts for this comment, the stat above goes to show that there is a demand for this course of action.
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Reading time: 2 minutes
At the end of March, 2017, the government announced that they were looking to replace KS1 SATs with teacher assessments.
For years, teachers and parents alike have been pressuring the government to scrap SATs for seven-year-olds because they felt that these tests placed unnecessary stress on everyone involved, and were not reliable indicators of a student’s ability.
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Reading time: 2 minutes
Exam times are a very stressful period for students, and while a small amount of stress can be motivational, too much is the opposite and means that students won’t be able to perform at their best.
But what can be done to alleviate stress during this very important time? Mindfulness is a bit of a buzzword at the moment and it’s easy to dismiss it as the latest fad.
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Reading time: 3 minutes
If you’re a teacher reading this through tired eyes, the chances are that you would be thankful for an extra hour in bed.
As it turns out, it seems that your corner is being backed by a number of UK research groups who have laid the groundwork for starting the school day later. One of the most recent reports has even stated that schools should begin at 10am.
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Reading time: 2 minutes
You have more than likely heard that there is a correlation between the diet of a child (and even an adult) and their ability to learn as well as retain information. In fact, it is this very correlation, along with the rise in childhood obesity, that led to many school lunches being completely revamped and made that much healthier for children.
Since then, there have been many positive effects observed – such as better concentration and improved learning abilities. But how can diet affect learning and memory, and which foods are best to eat?
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Reading time: 2 minutes
Being a student can be challenging and stressful enough, but when a child is experiencing mental health problems and trying to cope with this alongside schoolwork and other responsibilities, it becomes much, much more difficult.
Medically or psychiatrically diagnosed challenges, including depression, anxiety, and stress, can have a much greater impact on academic performance than other factors such as relationship problems, excessive internet use, and chronic pain.
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Reading time: 2 minutes
You’re undoubtedly aware that exercise can have huge impacts on our general health, but what you may not realise is that physical activity can have a dramatic impact on the academic performance of students.
There is a whole host of research that shows that students who participate in an adequate amount of physical activity during the school day, perform significantly better than those who do not, with the bonus that obesity-related issues are also less likely to take root.
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Reading time: 2 minutes
Marking its 30th anniversary in January, ChildLine warned that young people are “plagued by low self-esteem”, their confidence “destroyed by a constant onslaught from cyber-bullying, social media and the desire to copy celebrities as they strive to achieve the ‘perfect’ image.”
Indeed, in 2014-15 there were 35,244 counselling sessions for low self-esteem, up 9% on the previous year. Here’s how you can help.
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Reading time: 3 minutes
For any teacher who’s standing in front of a classroom of weekend weary students come Monday morning, the impact of tiredness on learning doesn’t need to be explained at length.
Yet despite lack of sleep being just about the most well understood of all lifestyle habits to affect learning, it remains an ever more concerning blight on the educational landscape.
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Reading time: 3 minutes
It’s no secret that students of UK schools, colleges and universities are under more pressure than ever before. The educational industry now must report back on how students are progressing at every level – and you likely feel as though you’ve never faced more exams, tests and assessments.
Against this backdrop of continual pressure, is the rise and rise of social media – with young lives now lived out on online platforms it seems there’s nowhere to hide from the burden to achieve.
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Reading time: 3 minutes
Bullying is a timeless issue for parents and teachers to tackle – yet despite continual efforts to eradicate bullying from our school systems, it appears a problem that endures.
1.5 million Young people (50%) have been bullied within the past year.
145,800 (19%) of these were bullied EVERY DAY.
20% of all young people have physically attacked somebody.
Reading time: 2 minutes
Moving up a school or entering a new class is tough and, although it probably doesn’t feel like it, even the most confident, outgoing of people can feel as though they’re well out of their depth during this time.
If you’re struggling with this process, then first realise that you’re not alone. Then read on and find out how you can adapt to your new surroundings.
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Reading time: 2 minutes
Research suggests that effective behavioural interventions can have a direct and significant effect on a student’s academic achievement. So how do you make sure your interventions are effective? Targeted interventions that address the specific issues of individual students are the most effective so the first step is to identify the needs of the student.
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Reading time: 3 minutes
Legal highs are an increasing issue in and out of school.
A legal high is a stimulant substance with mood-enhancing properties where the sale and use is legal in the country of use. They often contain a number of chemicals which when combined mimic illegal drugs such as cocaine but in themselves are not banned under the Misuse of Drugs Act 1971.
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Reading time: 3 minutes
There is no getting away from it – teaching is hard work and produces a high workload. Whether it’s the actual classroom time, schemes of work, lesson planning or the associated progression document required for each pupil, being a committed teacher means a great deal of work both at school and when at home.
Whilst there’s no magic bullet to solve the amount required to do such as parent evenings or the creation of school reports, there are certainly techniques which can be utilised to make the workload feel less demanding and to improve the work-life balance.
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Reading time: 2 minutes
The role of a teacher stretches past teaching subject knowledge. It’s a position which means more than passing on information regarding history, geography, maths and science. The classroom is a sea of opportunity for pupils to spend their time developing strengths such as fairness, hope, courage and a sense of adventure which will give them a life of fulfilment.
A good teacher will see this aspect of learning as a natural part of their job and they will look at the development of individual character strengths and the equipping of personality skills as something they are carrying out on behalf of each child they work with.
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Reading time: < 1 minute
Teaching mindfulness is becoming increasingly popular in primary and secondary schools, and with good reason.
This mind-body approach focuses on living in the present moment and being aware of our thoughts and feelings.
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Reading time: 2 minutes
For some parents – and students – the role and importance of the offering of extra-curricular activities can be difficult to fully convince that they should be taken full use of to enhance the overall learning experience.
The issue of not embracing the opportunity to take part in extra-curricular activities usually stems from the perception that they are a distraction to the pupil from their academic studies.
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Reading time: 3 minutes
Healthy eating and its link to lifestyle is a subject which is instilled in students at all Key Stages. It’s often difficult to know that the learning they have gained will be put into practical use due to their family environment, peer pressure and their out of school social life.
However, taking up and maintaining a healthy lifestyle means that marks in tests and exams will improve, their interest in subjects will increase and the important factors will positively influence their ability to learn and retain information.
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