Blog

In this series of blogs our Publishing Director, Katie Blainey, puts the microscope on our latest white paper about the impact of school closures on spring 2021 attainment. Following on from last week's blog, this week the focus is on the following: during the spring term, regional differences showed no consistent patterns across all year groups and subjects. This was in contrast to our previous findings at the end of the autumn term.

In this series of blogs our Publishing Director, Katie Blainey, puts the microscope on our latest white paper about the impact of school closures on spring 2021 attainment. Following on from last week's blog, this week the focus is on the following: children attending schools in more deprived areas, and schools with higher proportions of children receiving Free School Meals (FSM), tended to show greater declines in attainment than their peers. Schools with a high percentage of children eligible for FSM experienced decreases in scores approximately twice as severe as schools with a low percentage of FSM eligible children.

In this series of blogs our Publishing Director, Katie Blainey, puts the microscope on our latest white paper about the impact of school closures on spring 2021 attainment. Following on from last week's blog, this week the focus is on the following: younger year groups, Years 1 and 2 in particular, generally showed bigger reductions in attainment than older year groups. 

Ahead of the release of the standardised scores for the summer New PiRA and New PUMA papers in August 2021, we have written this blog to help break down which outcomes will be available when.

In this series of blogs our Publishing Director, Katie Blainey, puts the microscope on our latest white paper about the impact of school closures on spring 2021 attainment. This week the focus is on the following: GPS and maths showed the largest declines — representing a gap of on average three months' learning loss across all year groups — and reading, on average, showed a two-month gap.

A new study from the Education Policy Institute (EPI), funded by the Nuffield Foundation, highlights how children with special educational needs and disabilities (SEND) are identified and supported varies nationally.

Children will be returning to the classroom full time on 8th March. For everybody this is an exciting time as well as one filled with questions. Bev Allford, School Improvement Officer at Victorious Academies Trust, shares her Trust's approach to supporting thier community’s safe and comfortable return.

In the return to school, when pupil wellbeing will be more important than ever, what can teachers do to build a picture of how their pupils are feeling and identify those who might need further support?  The Westborough school share how they have assessed pupils attitudes to learning before and during lockdown.

Hachette have unveiled a three-year partnership with the National Literacy Trust today that puts inclusion at its heart and provides essential support for primary school children disproportionately affected by COVID-9. 

We are excited to announce that three of our resoruces were winners at this year's Teach Primary Awards.