Naylor's Natter Podcast
'Just talking to Teachers'
By Phil Naylor
"Naylor's natter...just talking to teachers"
Naylor's Natter is the brainchild of Phil Naylor , created initially to share musings on evidence, research and CPD. The podcast has grown significantly since its first episode in early 2019 and is now proudly independent. We have no sponsorship or affiliation.
As the podcast has evolved so has its reach, we feel passionately about diversity of opinion and representation of our profession. To ensure we better reflect teaching , we are now proud to add more hosts to the podcast. Opinions are guests and hosts alone.
Shimamura’s MARGE model, described as a ‘Whole-Brain Learning Approach for Students and Teachers’, builds links between the areas of neuroscience, cognitive science and the practice of classroom teachers. Through discussing key ideas within the learning process – Motivate, Attend, Relate, Generate and Evaluate – Shimamura’s MARGE is a valuable lens through which we can discuss learning. This book aims to bring the MARGE model to life through the use of case studies written by practising teachers, and examples taken from classrooms across a range of phases. Through taking each of the principles of MARGE in turn, this practical guide helps all teachers better understand how they can develop their practice and improve the impact they have with the students they teach
The vinyl suite is an opportunity for guests to share with listeners how music has influenced them and their career.
Ideal for a run, walk or just a rest!
Following on from the huge success of Boys Don’t Try? this essential new book answers nine key questions about how teachers and schools can best tackle boys’ academic underperformance. For decades schools have grappled with the most significant barriers to male academic success: a lack of motivation to succeed, poor attitudes to learning, lower literacy levels and a reluctance to read for pleasure or write at length. In this compelling book, Mark Roberts provides clear answers about how teachers can tackle ‘The Boy Question’.
Each chapter answers a frequently asked question about how best to teach boys, outlining the issue and demonstrating what can be done about it. Informed by a wealth of research and the author’s personal experience of successfully teaching boys, this book offers an abundance of practical advice for the busy classroom teacher. It will shine a light on what makes boys tick and how we can design effective curriculums to ensure they can best acquire powerful knowledge.
With practical advice and examples to help address anti-social attitudes and stem the cycle of boys’ underachievement, this is essential reading for all teachers and school leaders.
TAKE BACK CONTROL OF YOUR CLASSROOM
Are you new to teaching? Do you teach classes that are uncontrollable? Do you have students that make your job a living hell? Do you feel like your students manage you rather than the other way around?
If so, you need to teach like an Action Hero.
In this practical guide, former NEETs Coordinator and SEMH teacher, Karl C. Pupé shares his wealth of knowledge gained by working with some of London’s most challenging students. In his straightforward and conversational style, Karl will teach you:
• The four types of students that are in every class and how to manage them
• How to set rules your students will actually follow
• The three most common teaching styles that will turn your class against you and how to avoid them
• How to get respect and influence your students, quickly and easily
• How to talk to your angriest learners, without freaking out
And much more. It's not another dusty research paper that will take a month to read and a year to understand. This book is like your friend in the staffroom, ready with a warm cup of coffee and some wise words to share. The Action Hero Teacher will give you a no-nonsense roadmap that will make you less stressed and more confident going into your classroom.
One of the most intractable problems in modern education is how to close the widening gap in attainment between the haves and the have-nots. Unfortunately, successive governments both in the UK and abroad have gone about solving it the wrong way.
Independent Thinking founder Ian Gilbert's increasing frustration with educational policies that favour no excuses and compliance , and that ignore the broader issues of poverty and inequality, is shared by many others across the sphere of education and this widespread disaffection has led to the assembly of a diverse cast of teachers, school leaders, academics and poets who unite in this book to challenge the status quo. Their thought-provoking commentary, ideas and impassioned anecdotal insights are presented in the form of essays, think pieces and poems that draw together a wealth of research on the issue and probe and discredit the current view on what is best for children from poorer socio-economic backgrounds. Exploring themes such as inclusion, aspiration, pedagogy and opportunity, the contributions collectively lift the veil of feigned equality of opportunity for all to reveal the bigger picture of poverty and to articulate the hidden truth that there is always another way.
This book is not about giving you all the answers, however. The contributors are not telling teachers or school leaders how to run their schools, their classroom or their relationships the field is too massive, too complex, too open to debate and to discussion to propose off-the-shelf solutions. Furthermore, the research referred to in this book is not presented in order to tell educators what to think, but rather to inform their own thinking and to challenge some of the dominant narratives about educating the feckless poor. This book is about helping educators to ask the right questions, and its starting question is quite simple: how can we approach the education of young people from disadvantaged backgrounds in a way that actually makes a difference for all concerned?
Written for policy makers and activists as well as school leaders and educators, 'The Working Class' is both a timely survey of the impact of current policies and an invaluable source of practical advice on what can be done to better support disadvantaged children in the school system.
Edited by Ian Gilbert with contributions from Nina Jackson, Tim Taylor, Dr Steven Watson, Rhythmical Mike, Dr Ceri Brown, Dr Brian Male, Julia Hancock, Paul Dix, Chris Kilkenny, Daryn Egan-Simon, Paul Bateson, Sarah Pavey, Dr Matthew McFall, Jamie Thrasivoulou, Hywel Roberts, Dr Kevin Ming, Leah Stewart, (Real) David Cameron, Sir Al Aynsley-Green, Shona Crichton, Floyd Woodrow, Jonathan Lear, Dr Debra Kidd, Will Ryan, Andrew Morrish, Phil Beadle, Jaz Ampaw-Farr, Darren Chetty, Sameena Choudry, Tait Coles, Professor Terry Wrigley, Brian Walton, Dave Whitaker, Gill Kelly, Roy Leighton, Jane Hewitt, Jarlath O Brien, Crista Hazell, Louise Riley, Mark Creasy, Martin Illingworth, Ian Loynd, David Rogers, Professor Mick Waters and Professor Paul Clarke.
Here is the Spotify link I mentioned. Some crackers on there.
This is the ITPress link to the book if it helps.
This resource might be useful too from the ITL site.
When bad behaviour threatens to derail lessons and undermine teaching, it’s easy to feel like you’ve run out of solutions. Enter: Nikki Cunningham-Smith. With her comforting sense of humour, wealth of experience and ability to see positives in even the most nightmarish of classroom scenarios, Nikki encourages early career teachers to reflect on their practice, take care of their mental health and implement behaviour management strategies that really work.
Feel Free to Smile draws on anecdotes from Nikki's time as a teacher in alternative provision settings, as well as contributions from fellow professionals and current NQTs such as Ross Morrison McGill, Vivienne Porritt, Kemi Oloyede and Sarah Mullin. It provides practical strategies, tips and quick fixes for dealing with difficult behaviour and keeping your cool in testing situations. With advice on all aspects of behaviour, as well as reflective questions and space to jot down your thoughts, this book is the perfect companion if you’re feeling daunted by challenging behaviour and looking for an experienced voice to help lead the way.
Prof Guy Claxton is Emeritus Professor at Winchester University and Visiting Professor of Education at King's College London. He has previously taught and researched at Oxford University, Bristol University and the University of London Institute of Education. An internationally renowned cognitive scientist, Guy s books include Hare Brain, Tortoise Mind; Wise Up: The Challenge of Lifelong Learning; The Wayward Mind; and Intelligence in the Flesh. Recent books in education include What's the Point of School?; Building Learning Power; and with Bill Lucas and others, New Kinds of Smart, The Learning Powered School; and Educating Ruby. Guy's Building Learning Power approach to teaching is widely used in all kinds of schools across the UK, as well as in Poland, Dubai, Indonesia, India, China, New Zealand, Australia, South Africa, Brazil and Argentina.
The Naylor's Natter review:
Guy Claxton speaks here with the authentic voice of a teacher and the knowledge of an esteemed academic. In this book , he presents the case for nuance and against the simple mindedness that is holding back education. As an avid reader of education books, I have noted the drift towards surface understanding and selective application of educational research. I have witnessed a cavalier attitude towards certain academic research being accepted as received wisdom ,whilst other types dismissed as folk tales produced by snake oil purveyors. The research and evidence movement risks becoming a parody of itself. Sweeping away edu myths whilst simultaneously creating its own through lethal mutations of Direct Instruction, cognitive load theory, retrieval practice and knowledge rich curriculum. Claxton presents a balanced , well-researched and up to date vision for the future of teaching . The middle ground may not be popular , nuance may well not sell out conferences but this pragmatic and accurate model of the future of education is well worth your time and money
The Kindness Principle: Making relational behaviour management work in schools advocates a behaviour management approach rooted in values, acceptance and a genuine understanding of children’s behaviour.
In an education system that too often reaches for the carrot-and-stick approach to dealing with poor pupil behaviour, an approach built on kindness and compassion might just provide the cure.
The Kindness Principle begins with the idea that relationships should be at the heart of behaviour management and culture, and sets out the ways in which the adoption of relational approaches can help create safer and happier schools. Schools where all staff and learners are valued and understood, where expectations and standards are high, and where kindness and acceptance matter.
Dave Whitaker explores why it is so important to understand children – offering techniques and advice on how to work effectively with all children (even the most challenging and troubled ones) without resorting to zero-tolerance, no-excuses and consequence-driven practices.
Dave also shares a wealth of real-life experiences from some of the most challenging schools in the country, along with research-informed insights that will help teachers understand children’s behaviour in a new light. To this end he provides a wealth of guidance to help develop effective practice and learn from people who have actually walked the walk and don’t just talk the talk.
Furthermore, the topics covered in the book include: restorative approaches, unconditional positive regard, building personal resilience, structures and routines, and the ins and outs of rewards and sanctions.
Suitable for teachers, school leaders and anyone working with children.
Stephen Lane's Beyond Wiping Noses: Building an informed approach to pastoral leadership in schools sets out the crucial role of pastoral care as part of the function and purpose of schooling-and shares practical insights on how schools can get it right.
Within the current culture of interest in developing research-informed approaches to teaching, the focus has inevitably been focused around pedagogy. However, with the well-documented increase in pupil anxiety and mental ill-health in recent times, there is also a pressing need for schools and teachers to embrace a more rigorous approach to pastoral care.
In this urgently needed book, teacher and Head of Year Stephen Lane (aka Sputnik Steve) presents a case for developing a research-informed approach to the pastoral aspect of teaching. This approach is the result of Stephen's own explorations of pastoral practice-and in Beyond Wiping Noses he offers helpful advice on how to design a knowledge-rich pastoral curriculum that encompasses both knowledge of the self and knowledge of the other.
Stephen expertly surveys the field of pastoral provision and leadership and provides practical takeaways around how schools can build an integrated approach to taking care of their pupils. He considers how pastoral routines can be embedded in the curriculum and developed to take account of cognitive load theory and Rosenshine's principles of instruction.
The book also includes chapters focused on key pastoral considerations-such as safeguarding, behaviour, bullying, and wellbeing and mental health.
Suitable for teachers, school leaders and anyone with a pastoral role in any school setting.
Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities, Mark Finnis shares a practical and inspiring introduction to the use of restorative practice in educational settings.
For those educators who are uncomfortable with the punitive world of zero tolerance, isolation booths and school exclusions, Mark Finnis – one of the UK’s leading restorative practice experts – is here to show you that there is another way.
Drawing on his many years’ experience working with schools, social services and local governments across the country, Mark shares all you need to know about what restorative practice is, how it works, where to start and the many benefits of embedding a relational approach into any educational organisation that genuinely has people at its heart.
Covering coaching circles and the power of doing things with (and not to) children and young people, to moving your values off lanyards and posters and into the lived experience of every member of the school community, this book sets out how restorative practice – when done well – can transform every aspect of school life.
The book shares advice on how to put behaviour right when it goes wrong in a more positive, less punitive way, and, more importantly, on how to get it right and keep it right in the first place. Furthermore, it advocates an approach that is collaborative, empowering and positive – and ultimately geared to improve motivation, engagement and independent learning in even the hardest-to-reach young people.
Suitable for school leaders, educators and anyone working with young people.
Independent Thinking on Restorative Practice is one of a number of books in the Independent Thinking On … series from the award-winning Independent Thinking Press.
Naylor’s Natter TDT Takeover Show Notes
In this month’s TDT Takeover of Naylor’s Natter, we’re talking leadership, communication, and wellbeing with TDT CEO, David Weston @informed_edu, Barham Primary School Headteacher, Karen Giles @MsKarenGiles and MalCPD Director, Mal Krishnasamy @MalCPD
We are also delighted to announce that TDT have been appointed by the Department for Education in England to be a new Lead provider for the new suite of National Professional Qualifications (NPQs) for school leadership. Find out more and sign up to get more information about delivering or participating in the new TDT National Professional Qualifications: https://bit.ly/3u3zCIn
Download our working paper 'A Culture of improvement': https://tdtrust.org/coi/
Find out more about our Pedagogical Coaching Programme: https://tdtrust.org/pedagogical-coaching/
Sign up to our monthly newsletter to stay up to date with all things CPD: https://tdtrust.org/newsletter/
Andria Zafirakou, a teacher at Alperton Community School in Brent, won $1 million when she was crowned the best teacher in the world by the Varkey Foundation.
Andria was born in north-west London to Greek-Cypriot parents and state-educated in Brent and Camden.
She is an art and textiles teacher in Brent on the outskirts of London, one of the world’s most ethnically diverse places. She is passionate about education and changing the lives of young people and underserved communities through creativity.
She has worked her entire teaching career of 14 years at Alperton Community School and was promoted to Deputy Head of Art within a year of her arrival. She is now Associate Deputy Headteacher leading on staff professional development.
Using the prize money awarded by the Global Teacher prize, Andria founded a charity called Artists in Residence (AiR) with an aim to improve arts education in schools.
Andria has also been named in the top ten of The Evening Standard's 1000 Londoners List, a list of the most influential people in London. She is a Culture Leader for the World Economic Forum's as well as a member of their Global Future Leaders Council.
Andria sits on the Advisory board for the Cultural Leaders Alliance.
Steeped in research and yet utterly practical, this has to be the essential text for any staff wanting to know about wellbeing in schools. -- Daniel Sobel ― CEO, Inclusion Expert
A wonderful book written by a highly experienced pastoral leader. Everyone interested in pastoral care in schools should read it. -- Professor Barnaby Lenon ― Dean of Education, University of Buckingham, @barnabylenon
In writing this work, Maria has combined her pastoral passion with a deep empathy for children’s needs. Teamed with a forensic analysis of her subject matter, Maria has authored a 'must-read' text for anyone who cares about making pastoral care a priority. -- Andrew Cowley ― Deputy headteacher and author of 'The Wellbeing Toolkit', @andrew_cowley23
Proactive Pastoral Care resets the dial in the post-COVID world for what it means to educate and nurture young people in schools. Let this book be your practical guide in rediscovering how to build a culture of love and support which seeks to build capacity in our young people. -- Mike Buchanan ― Founder of PositivelyLeading, Chair of the European Positive Education Network, @PosiLeading
Maria explores in a compelling way the importance of being proactive in our pastoral care structures, systems and practices. This fully researched and well-informed book should be invaluable to individuals and organisations committed to ensuring that our schools are supportive, caring communities in which pupils and staff thrive. -- Jill Berry ― leadership development consultant and former headteacher, @jillberry102
Maria has so much knowledge around mental health and pastoral support and has a real heart to make sure people get the care they deserve. Proactive Pastoral Care does not disappoint; filled with practical advice it is a book for anyone who is looking into the way they do pastoral care. Whether you are just starting out in pastoral support or have been doing these roles for years, this book will offer you something new and transform the way you deliver it. -- Hope Virgo ― author and founder of #DumpTheScales, @HopeVirgo
This book will inspire and motivate everybody working with young people to develop a proactive approach to pastoral care that supports learners in achieving their full potential. -- Phil Jones ― National Chair of The National Association for Pastoral Care in Education (NAPCE), @PJEducation
Maria has written a book which is very easy to read. As a governor, it has helped me formulate questions I can ask my school leaders about pastoral care in my schools. -- Naureen Khalid ― Trustee and governor, @5Naureen
.In Building Positive Behaviour Graham Chatterley aims to get educators looking behind what is causing challenging behaviour by breaking down many of the potential causes. The book then offers a scaffold and sequence to build it all back up to meet the individual needs of all pupils. We should never be satisfied with some children falling through the cracks and with the right ethos and culture they won't. The change in this culture starts with staff. By increasing understanding of why challenging behaviour occurs it not only benefits the children but the staff also. Many staff take poor behaviour personally when in reality they had little to do with it. Children develop many survival strategies that often come in the form of a mask. This book will help staff to see behind that mask and hopefully reduce the need for it. With an empathetic approach based on validating children's feelings rather than fixing the behaviour the side effect is calmer classrooms and better learning for all.We have the blocks, let's build them! Instead of dealing with what's in front of us. with a rewards and sanctions based approach which will work for the majority. Let's use a sequential approach that works for all. The Strugglers, the Disruptors and the Disengaged alike. The 'Sequential Approach' offers another way that many educators have been looking for.In Building Positive Behaviour, Graham Chatterley challenges the reactive nature of those traditional systems in favour of a proactive response to behaviour, based on identifying and meeting the needs of the minority of pupils who find school sytems overwhelming. The book is overflowing with pupil examples of where the sequential approach has been used to positive effect , providing the reader with a scaffold, areas to prioritise, a sequence to follow and resources to help implement. This book is suitable for any educators who want a culture of prevention rather than cure.Graham is open and honest about his initial struggles trying to find his way in teaching and how that turned around, who were his inspirations and examples of people/schools who are doing it well right now.Anybody who wants to learn more about what is behind behaviour, looking for a blueprint of how to create a positive learning culture for all or anyone who is curious about their being another way, then this is the book for you.ReviewsThis is a brilliant, honest, brave, well-informed and eminently practical book. Graham has drawn from his wealth of experience in mainstream schools and alternative provision as well as his deep knowledge, to produce a really helpful guide to working with pupils who present what we sometimes call “challenging behaviour” (Graham prefers the term “dysregulated.”)Giving many examples from his own broad experience, Graham, who openly admits he didn’t always get it right himself, explains how and why a sequential approach can work to produce “calmer children, calmer classrooms, more learning.” Every now and then he interrupts himself with a “Pause for Thought” question, inviting us to reflect on our own practice.Particularly timely in 2020, as our children return from lockdown, this is a book for all seasons. I wish it had been around 30 years ago, because I too didn’t always get it right.JOHN COSGROVE, RETIRED HEADTEACHER, AUTHOR
Jon is an influential and inspirational education leader who is currently deputy headteacher in a large and diverse North East secondary school. Jon’s innovative approach to school and organisational leadership challenges the habits that have gone before, looking at ways to improve education through change management. Jon graduated with his NPQH (National Professional Headteacher Qualification) in 2017.
As a classroom teacher he has experience of working in 3 different North East schools for over 15 years. Trained as a Physical Education teacher, Jon taught both boys and girls PE for over 10 years before now teaching Computer Science. Jon is an expert in teaching and learning and is responsible for the strategic leadership of the quality of teaching in his school.
Jon has also been recognised by Microsoft as one of their Microsoft Innovative Educator Experts and forms part of their global educator visionary team, showcasing how technology can pave the way to better student outcomes.
Jon regularly writes for his own education blog on topics about strategic school leadership and classroom pedagogy. He also is a regular education blogger for various UK education websites and contributes regular thoughts and think pieces on topical matters across the education landscape. He is also a published author for Bloomsbury Publishing writing 4 titles on education.
Jon regularly presents at TeachMeets and teaching conferences both in the UK and internationally via Skype. This has included presentations to conferences in New York, Ohio and Dubai along with national conferences here in the UK. Jon also delivered a talk on the world famous TED stage in 2015, talking about ‘The Future of Learning’.
EdTech evidence discussion with: Dan Sandhu, co-founder of the EdTech Evidence Group and CEO of Sparx - @DanSandhu - firstname.lastname@example.org Murray Morrison, co-founder of the EdTech Evidence Group and CEO of Tassomai - @Tassomai - email@example.com Details for EdTech Evidence Group - https://www.edtechevidence.com/
Just like us The charity for LGBT+ young people – we work directly with schools and colleges to make education more inclusive through school talks, our Pride Groups programme and School Diversity Week. Chief Exec Dominic Arnall chats to Phil
Roma has been in education for 9 years now after a career in Marketing. She started her blog noonetoldmehowtodothis.com Through it, she shares ideas, reviews, discusses Leadership and Professional development and generally hashes out thoughts to help her navigate the world of education. Through the blog she has found an incredible and supportive community on Twitter.
Roma has been championing student voice for the past 5 years and believes that many of the answers to our most pressing questions in education can come through collaboration with students who have learnt the value of collective responsibility
This month's TDT Takeover
In this week's TDT Takeover edition of the Naylor's Natter podcast, we discuss the importance, impact and future of EdTech for teaching with TDT's Head of Education, Maria Cunningham, TDT Project Officer, Dave Price and Lampton School's Head of English, Richard Iglikowski-Broad.
Download our working paper 'A Culture of improvement' and sign up for our upcoming video unpicking the findings with authors Maria Cunningham and Bethan Hindley: https://tdtrust.org/coi/
Sign up to our monthly newsletter to stay up to date with all things CPD: https://tdtrust.org/newsletter/
Who is Dave McPartlin?
Dave McPartlin is the head teacher at Flakefleet Primary School.
He gained notoriety when he and his students blew away judges and reached the finals on Britain's Got Talent in 2019.
Before becoming head of Flakefleet Primary School, he was previously headteacher at St.Peter's CE Primary School in Lancashire.
Dave and his students trail-blazed all the way to the finals, narrowly losing out on the coveted prize to Chelsea pensioner, Colin Thackery.
His school's first performance was a rendition of Queen's hit Don't Stop Me Now.
It brought judge David Walliams to tears, landed them a golden buzzer and an automatic place in the semi-final.
Walliams said: "One of the most joyous things I have ever seen, full of unbridled joy, you’re a great teacher, you’re a great, great teacher."
Join Phil for this uplifting conversation with the wonderful Halil Tamgumus (Mr T). We take in:
Back to school
positives of social media
Phil and High Noon's Vinyl Suite
and we pick Halil's top 3 music choices that define him and his career.
Genuinely, one of the best we've done!
There is a small and select band of educational professionals in the UK who have not only had their achievements recognised in the New Year’s Honours List, but who are also able to inspire others with their outstanding knowledge, passion and enthusiasm – Sir John Jones is one.
Knighted in 2003 for his services to education, Sir John worked most of his professional life in challenging schools across the North West of England, his last post being the head-teacher of a large secondary school in Merseyside.
His achievements and reputation for straight talking, leadership and creativity led him to be invited onto various organizations, panels and think tanks including the National College for School Leadership, the DfES’ Leadership Development Unit, the Teacher Development Agency’s National Remodelling Unit and visiting posts with both Manchester and Liverpool Universities.Principles
Sir John is:
I am committed to making a difference in the lives of individuals and in the sustained development of organisations by:
Using fully my experience and knowledge.
Helping people and organisations develop their vision for the future.
Promoting collaboration within and between organisations.
Teaching the power of positive goal-setting through hope and optimism.
Enabling organisations to find their own solutions that work.
Building capacity for sustainability.
Providing on-going support from planning through to the realisation of the vision.
Types of work
Work in which John has been engaged:
Presentations to groups of varying sizes and compositions, tailored specifically to the needs of the audience.
Extensive follow-up work to ensure that any ideas are developed and embedded.
Consultancy work on a full range of issues facing organisations, from short, technical consultancies to extended whole-organisation improvement processes.
Research on all aspects of leadership and management in order to improve and enhance current practice.
Support for action research projects.
Commissioned bid-writing for Local Authorities.
Chairing think tanks and leadership development groups
There are no secrets to school improvement. There are no silver bullets and no magic answers. It is far less glamorous. It is a question of identifying numerous actions and applying effort ‘day in, day out’ to improve them. This book contains 89 strategies which leaders have successfully used in primary and secondary schools to make the difference to their pupils.
'This brilliant book is a ‘must have’ for any school leader. It is packed full of realistic strategies that can be adopted, adapted and implemented' - Sarah Paul, Headteacher, Wyberton Primary Academy.
‘Packed to the brim with practical advice for school improvement that is founded in his real-life work.’ - Jayney Cooksley, Headteacher, Briar Hill Primary School.
‘Really resonates with me, the strategies are particularly useful for new Headteachers and those working in stand-alone schools’ - Rebecca Walker, Primary Director, West Norfolk Academies Trust.
‘The title of the book is perfect – there are no ‘silver bullets’ but this strips the mammoth beast of school improvement back to a toolkit that focuses on doing fewer things really well. No bandwagons to jump on, just relentless consistency in tried and tested strategies to provide a great education for all learners.’ - Donna Tandy, Deputy Chief Executive, The Focus Trust.
‘Each page bristles with rich examples of school improvement,’Abby Byford, Director of the ATT Institute
‘Provides simple and easy-to-access advice to school leaders, will be very much welcomed by many,’Rowena Hackwood, CEO, Astrea Academies Trust
'This book is a must have for any school leader looking to bring about positive change, with tried & tested ideas.’Liz White, School Improvement Advisor.
‘Everything I know of Paul’s work is nothing but excellence and ‘No Silver Bullets is no different’Julie Keyes, The Education Consultant.
‘No Silver Bullets offers a valuable and pragmatic approach to ensuring that school improvement strategies ‘stick’. Grounded in Paul Ainsworth’s extensive experience and expertise, this book will be an invaluable resource to any school leader seeking to make sustainable improvements in their school community.’ - Zoë Elder, author of ‘Full On Learning’
‘A book to not just read once but act as a reference, challenge and reflection as to where you are at on your School Improvement journey and context.' - Stephen Logan, Deputy Head, Malet Lambert School.
‘No Silver Bullets is an excellent guide to key strategies that really make a difference when it comes to school improvement from someone who “walks the talk” with school leaders each and every day.' - Gavin Booth, CEO, Infinity Academies Trust.
‘No Silver Bullets is a reassuring and realistic message that school improvement relies on day to day hard work and clear focus and not an external quick fix being adopted by the school.’ -Leann Lynch, Strategic Teaching and Learning Leader, L.E.A.D. Equate Teaching School Alliance.
‘I have supported over sixty schools in the last six years as I have worked in Director of School Improvement roles across for four Multi-Academy Trusts. I help Headteachers and school leadership teams make their school the best it can be. I rarely suggest drastic changes, instead on each visit, I look for little tweaks which will make the difference to their school. This book contains the suggestions that I make the most often. They are quickly adopted and help drive school improvement.' - Paul K. Ainsworth
So whether you are a school leader or a system leader, read through the actions and see which of these small changes can make a big difference to your school.
In the words of Bill Gates, 'We all need people who give us feedback. That's how we improve.' The art of giving feedback is widely recognised as one of the most powerful tools in education and equally one of the most variable aspects in the way it is applied.
In The Feedback Pendulum, Michael aims to explore how the use of feedback has evolved over time, drawing on a combination of research and sharing experiences, and examples of best practices across the different phases of education to establish a culture of efficient and effective feedback that supports the teaching and learning cycle.
This book will unpick the research, the experience of expert practitioners, and practical strategies in the different phases of education, including: the evolution of feedback over time; pre-school feedback; primary and secondary school feedback; specialist education feedback; parental feedback; and CPD feedback.
Through the use of spotlights from teachers and an education psychologist's perspective interweaved throughout, Michael provides a manifesto for enhancing feedback in education.
Daniel Muijs is Head of Research at Ofsted. Prior to his current role, Daniel was Professor of Education at the University of Southampton, and Associate Dean Research and Enterprise in the Faculty of Social, Human and Mathematical Sciences. He also previously worked as Professor of Pedagogy and Teacher Development at the University of Manchester, Professor of School Leadership and Management at the University of Newcastle and as senior lecturer in quantitative research methods at Warwick Institute of Education.
He is an acknowledged expert in the fields of Educational and Teacher Effectiveness and quantitative research methods and has published widely in these areas. He is co-editor of the journal 'School Effectiveness and School Improvement', and has held key advisory posts in a range of academic and professional organisations, including currently the executive council of the European Association for Research in Learning and Instruction and the Questionnaire Expert Group for the OECD TALIS survey.
Daniel holds a PhD in Social Sciences from the Catholic University of Leuven (Belgium), an MSc in Managerial Economics (Catholic University of Leuven) and a BA in Communication Sciences (Catholic University of Leuven)
As we move into a third national lockdown, with remote education for most pupils once again the default, we are of course very aware of the heroic efforts of leaders, teachers and staff in developing remote education.
Likewise, we know there are difficulties and challenges that schools, colleges and teachers face in doing so. This short guide, which draws on findings from our interim visits, research and literature review, aims to provide some useful tips.
FULL TRANSCRIPT AVAILABLE HERE
Simon Cox is the Director of Blackpool Research School and in this episode will be discussing the best evidence on supporting students to learn remotely
Blackpool Research School at St Mary’s Catholic Academy is an exciting development and part of the evidence-based journey that St Mary’s Catholic Academy has been on. We have supported schools at the forefront of making evidence-based practice the norm and Research School status is the natural next step for us.
As the Research School for the Blackpool Opportunity Area, our aim is to develop an evidence-based profession, empowering teachers to use accessible tools based on research evidence to improve outcomes for all pupils.
Our core purpose is to:
Share and disseminate the very best of evidence-based practice to schools and teachers across Blackpool.
Provide evidence-based training.
Host conferences and events
Support schools and work with Teaching Schools in the region
Develop interventions and practices that help improve the life chances of pupils.
The EEF's rapid evidence assessment examines the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to Covid-19.
When implementing strategies to support pupils’ remote learning, or supporting parents to do this, key things to consider include:
Teaching quality is more important than how lessons are delivered
Ensuring access to technology is key, especially for disadvantaged pupils
Peer interactions can provide motivation and improve learning outcomes
Supporting pupils to work independently can improve learning outcomes
Different approaches to remote learning suit different types of content and pupils
This research was funded by The EdTech Hub – as part of the partnership between the EdTech Hub and the Education Endowment Foundation. It has been published as a global public good – to support the global response to the education impacts of COVID-19. The EdTech Hub is a Global Initiative led by the Department for International Development (DFID), The World Bank and The Gates Foundation.
In this episode we discuss how Headteacher Janice Allen was an early adopter of a pioneering blended learning offering . Jan explains in detail:
Rationale for the changes
What model did you go for?
What was the implementation plan?
How did you bring your team with you?
What have been teacher's and parents reactions (before Christmas)
Have you now clicked into blended learning post Christmas?
How are teachers and pupils adapting?
What tips do you have for school leaders at the moment?
We have 3 more specials in our blended learning series to come from Simon Cox (Blackpool Research School) , Daniel Muijs (OFSTED) and Doug Lemov.
Primary, middle, and secondary school teacher
Extensive experience working with pupils for which English is an additional language (EAL)
Many years in Senior Leadership
Head of Primary overseas
Advisor for Assessment for Kirklees Local Authority
Primary Strategy Manager for Education Bradford
12 years as an Ofsted inspector
Five years as an Advanced Skills Assessor
20 years as an independent consultant supporting schools
Creator of Big Writing, VCOP, and The Criterion Scale
Published several books on primary writing and assessment with Oxford University Press
Ros has written a number of publications on writing, talk, curriculum, and assessment. Her latest books are published by Oxford University Press. Ros has recently written an exciting and amusing biography which centres on her journeys and adventures through life. She is also working on a series of illustrated children’s books that are fun and educational.
Ros is active on Twitter and has made many great friends and professional connections. Ros has also had the pleasure of speaking at many grassroots events such as BrewEds through colleagues met on social media. Ros was listed as one of the top ten educational voices.
Through Twitter, Ros has developed a lasting friendship with Dame Alison Peacock and Professor Sam Twiselton OBE, CEO and Vice President respectively. Ros is proud to be an Affiliate Member and strong advocate of the Chartered College for Teachers.
In November 2019, Ros was delighted to participate in a BBC Teach Live Lesson. The topic was remembrance and covered cross curricular learning, the difficulty of discussing conflict and loss, and how to get children to think critically and analytically. She has since edited and proofed scripts for subsequent recordings.
Ros was proud to be on the Global Advisory Panel for Harrow International Schools. Take a look at their great work here.
A Headteacher since 2007 with a passion for improving outcomes and opportunities for young people & educators. I am passionate about Arts & Creativities in peoples' lives & the transformative power of Education to change the lives of individuals, communities, society & the world to make an even better place.
I am proud to be an Ambassador for HundrEd and a Smiley Movement Host presenter.
About Rae in her own words
Hi Everyone! My name is Rae Snape. I am a Headteacher and National Leader of Education based in Cambridge, England. I have been the Headteacher of the Spinney Primary School since 2007. The Spinney is a happy, welcoming, creative and OfSTED “Outstanding” school in Cambridge. The school has been described as "forward thinking and outward reaching" and we connect with the local, national and international ecosystem in order to secure an exciting, dynamic and successful curriculum for our pupils. The Spinney is a National Teaching School and the lead school of the Kite Teaching School Alliance. I am passionate about the positive and transformative power of Arts, Culture and Creativity in young people’s lives and the Spinney is proud to have achieved Arts Mark Platinum from Arts Council, England. Along with other key Cultural Leaders, I was one of the initiators of "My Cambridge" a Cultural Educational Partnership for the City bringing together The Universities, The City Council, County Council, Schools, Businesses and Enterprise. Objectives include ensuring more young people have experience of and participation in high quality cultural opportunities, access to Arts Award programmes and the chance to experience viable and exciting pathways into the Creative Industries. I am the Chair of Cambridgeshire School Improvement Board, and a member of Cambridgeshire Culture which, with support from the bridge organization Festival Bridge aspires to connect all the regional Local Cultural Education Partnerships to “Champion raised aspiration for Cambridgeshire, to include a cultural entitlement for all the County’s young people.” I am the Festival Designer of Cambridgeshire Festival of Education an annual optimistic celebration of teachers and teaching whihc takes place at the Faculty of Education Cambridge University. I have been a member of the Department For Educations’s Primary Headteachers’ Reference Group since 2010 and am the Vice Chair of this group. I am a Fellow of the Royal Society of the Arts and a Founding Fellow of the Chartered College of Teaching. You can find me tweeting @RaeSnape and my mantra is #OnlyConnect
researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.
Claiming that the leadership industry has failed to have the impact on schools that is required, this book takes a fresh view that domain-specific knowledge and expertise is vital to running schools well and argues that we tend to underestimate the knowledge required to do this complex job efficiently.
In the researchED guide to leadership, Stuart Lock brings together chapters by experts including Dylan Wiliam, Jen Barker, Danielle Dennis, Jon Hutchinson and The Reading Ape to unpick the challenges of school leadership, combining a thorough trawl of the research and mixing in practical advice to exemplify a very different approach to leading schools – one that is rooted in developing the required knowledge to address the challenges that are common to our schools.
Dean of Learning Design at
Former Headteacher & Trust Education Director.Muggle. Sidekick. Exec Director -
Action Jackson” is the UK 🇬🇧 ambassador for happiness, running motivational workshops in schools, he founded Fixup Team in 2001. A group speakers that go into schools to motivate young people to be resilient.
Action Jackson is a motivational speaker and a life coach who has worked with a
vast range of people, from students, management teams of major corporations to
individuals from different walks of life. Action Jackson has taken himself to a place
where he is known as an expert in motivation and personal development, called upon
by companies like Morgan Stanley, the NHS, Local Education Authorities, schools and
colleges, he has assisted thousands of businesses and people to achieve their goals and
live their Dreams, his seminars are described as mind blowing, entertaining and life
Specialties: Training and developing Leadership and excellence.
Confidence Building,Life Management,Life Coaching,
Here is a Christmas special countdown of the top 10 episodes of this epic year of 2020. Thank you to everyone for your support this year .We are looking forward to in 2021:
Naylor's Natter-The Book!
Live Naylor's Natter monthly.
More and varied guests and interviews
A transcription service for listeners to use interviews for school based CPD.
Here are some links:
For the last 15 years, Dr James Mannion and Kate McAllister have been working to design, implement and evaluate the Learning Skills curriculum - a systematic approach to helping students become more confident, practice, self-regulated learners.
An eight-year evaluation with the University of Cambridge revealed that Learning Skills led to significant gains in subject learning, with rapid gains among students from disadvantaged backgrounds.
In this practical guide for teachers and school leaders, James and Kate reveal a recipe for success rooted in three key concepts: metacognition (reflecting on learning); self-regulation (taking ownership over the learning process); and oracy (developing high-quality speaking and listening skills).
This is a book about what happened when a small team of teachers seized an opportunity to provide their students with the knowledge, the skills and the confidence to take control of their own learning. This journey began with a question: how and what would we teach, if there was no one watching? On the other side of fear is the teacher you want to be, and the children you'd like to teach…
The research supporting retrieval practice is overwhelming; it is an effective and essential teaching and learning strategy. Leaders, teachers, students and parents all need to know about this strategy and how it can enhance learning. Retrieval practice is being widely used across schools and the research continues to shape classroom practice.
After the success of Retrieval Practice: Research & Resources for every classroom, Kate Jones, an evidence-informed teacher and leader, takes the discussion further, going beyond the background, basics, and benefits of this strategy.
This book focuses on the effective implementation of retrieval practice to support both teachers and leaders to ensure retrieval practice becomes firmly embedded in classroom routines. There are contributions from leading academics and a range of subject specialists reflecting, offering their wisdom and expertise as to how retrieval practice can be utilised to have a positive impact in the classroom and on outcomes.
From the latest research to addressing common mistakes and tackling retrieval practice during a global pandemic, Retrieval Practice: Implementing, embedding & reflecting takes a fresh and in-depth look at this tried and tested technique.
Some leaders just have ‘it’. They walk into a room and you know that they are in charge. But how?
What sort of person is so inspirational, that even when the chips are down they make their team feel like the strongest warriors, ready and willing to march over the hill into battle?
Every successful CEO, world-beating sports captain and inspirational teacher exhibits the same characteristics: the 7Cs that together create the Leadership `it’ Factor; Curiosity, Change-ability, Charisma, Connection, Confidence, Collaboration and Courage. Taking each attribute in turn, Drew explains its necessity, and then guides the reader with steps and exercises on how to master it. With countless concise case studies from the world of business, education and global politics – some famous; some not so famous; many notorious – Drew draws lessons, guides development and paves the path to great leadership.
We also have our regular TDT section and this week we have a segment on healthy schools
.This weeks edition of Naylors Natter sees Nimish Lad interview Emma Cate, part of the T&L and Curriculum team, as well as the Research Lead and Key Stage One Phase Lead at Ore Village Primary Academy . Emma has a passion for teaching Maths, Early reading, and traditional teaching methods in EYFS, is a prolific blogger and runs TheSafeSpace. She is well known online for her knowledge rich Art curriculum blog. In this episode, Emma and Nimish discuss the importance of explicit teacher in the early learning of pupils.
We also have our regular TDT and #teacher5aday section
Motivated Teaching’ with Peps Mccrea.
In this podcast Abby Bayford, Director of Institute at the Academy Transformation Trust, interviews Peps and asks him why motivation is important. Peps discusses the big levers we can pull to build motivation in our classrooms. Via Twitter listeners can also get involved in a conversation about motivation with Peps and colleagues by commenting what they find challenging about motivation beneath the Naylor’s Natter post.
About Peps Mccrea
You can follow Peps on Twitter. His Twitter handle is @PepsMccrea. You can find out more about Pep’s career, his work and the books he has written here: https://pepsmccrea.com/
About the Academy Transformation Trust Institute
You can also read more about ATT Institute’s people development curriculum in SecEd: https://www.sec-ed.co.uk/best-practice/creating-a-shared-culture-of-professional-learning-across-a-multi-academy-cpd-teacher-development-trust
The Academy Transformation Trust is also curating a blog series titled ‘A Letter to my NQT Self’ through which educators reflect on their NQT year and offer advice to their NQT self. The purpose is to offer practical advice, reassurance and celebrate the teaching profession amongst NQTs. Follow the hashtag #NQTLetter and click on the link to read and engage: https://www.academytransformationtrust.co.uk/institute/a-letter-to-my-nqt-self-blog/
We also have our regular TDT input as well as our #teacher5aday regular section
Haili Hughes on Preserving Positivity
Thousands of amazing, experienced teachers are choosing to leave the profession, depriving generations of students of their passion and expertise.
But it doesn't need to be this way. Preserving Positivity explores the reasons why people are choosing to leave the classroom and draws on the voices of other experienced teachers who tell us how they turned their careers around and give practical, adaptable strategies that will help you reignite your passion for teaching and bring the positivity back into your classroom.
Dr Emma Kell and Adrian Bethune on Teacher Wellbeing and Self-Care
Teachers can’t teach effectively if they’re demotivated and exhausted; and they shouldn’t they have to! A Little Guide for Teachers: Teacher Wellbeing and Self-Care explains how wellbeing is essential to effective teaching, and gives teachers practical tools to take back control of the classroom.
The Little Guide for Teachers series is little in size but BIG on all the support and inspiration you need to navigate your day to day life as a teacher.
· Authored by experts in the field
· Easy to dip in-and-out of
· Interactive activities encourage you to write into the book and make it your own
· Fun engaging illustrations throughout
· Read in an afternoon or take as long as you like with it!
Sue Roffey on #teacher5aday
I'm an experienced educational professional who has worked across the state sector for over 20 years. Specialisms in English Language, Literature, Media, Film and literacy across the curriculum. Also middle leadership, staff development and development of effective teaching and learning strategies across schools.
I am currently working as a Specialist Advisor for English across Kent. Not only do I offer support in curriculum design and English teaching, but also Middle Leadership, whole school pedagogy and curriculum development and topics such as working with disadvantaged students.
I also am an occasional writer for TES, Secondary Magazine and I blog at Teachreal.co.uk. I am also the co-author of the upcoming book Generative Learning in Action written with Mark Enser, and published in conjunction with Tom Sherrington, Oliver Caviglioli as part of the 'In Action' series. I have also written case studies for Michael Chiles book The Craft of Assessment, Jamie Thom's Quiet Teaching and Mark Enser's Teaching Like Nobody's Watching. I am currently working on a project around teacher development.
Commentating on what motivated her to write the book with her husband, Zoe says:
"I had been a long time follower of Tom Sherrington and had seen him discuss a range of topics at ResearchEd events as well as having read his books, so I was obviously intrigued when he approached me to see if we would be interested in writing a book for his ‘In Action’ series. I had been aware of Generative Learning for a few years and used some of the strategies in my own classroom, but it was only as I began to delve into the research behind the activities that I began to realise how powerful it could be. Of course, I was then keen to tell Tom we would be delighted to write the book."
I am a teacher, leader, author, blogger and speaker. I am currently Assistant Principal: Teaching, Learning and Staff Development at Co-op Academy Leeds, and have worked at a number of other schools in West Yorkshire, as a Head of English, an AST and a Lead Practitioner. I am the author of the best selling book, ‘How to Teach English Literature: Overcoming Cultural Poverty’ (2019) and ‘Teach Like a Writer’ (2020), both available on Amazon.
I deliver regular online CPD to hundreds of teachers every month and raise funds for a number of charities through ticket sales.
I am privileged to work with a highly talented and dynamic team, learning that leadership is hard but rewarding, and that mistakes are gold dust if you embrace them.
I’m mum to two beautiful little boys; the most important and challenging job and learning experience in the world!
I blog in order to develop myself, reflect on my experiences and share good practice.
Find me on Twitter: @FunkyPedagogy
Check out my CPD sessions on Eventbrite and on Vimeo.
The narrative around flexible working needs flipping. After being able to work flexibly for 14 of her 23 years in education across teaching, school leadership and MAT leadership roles, Emma Turner realised that sadly, she's actually in the minority and has just been kinda lucky.
Across the education system, although there is a recent groundswell of support for developing more life-friendly, innovative and flexi ways of working, there are still a great deal of misconceptions, biases and prejudices about flexible working and flexible workers.
Through her 'playlist' of educational floor fillers, Emma explores some of the successful ways in which flexible working can be viewed by both employers and employees for staff at all levels, including senior and school leadership.
Designed to open up the flexible working conversation, this book outlines what can work, what has worked and what could work. This new way of viewing the flexi narrative from an experienced flex-pert encourages all to revisit our views on flexible working.
Dr Lucy Kelly with Martyn Reah
After the success of the previous seven #teacher5aday #slowchats we return during October half term 2020 to plan for national #teacher5aday week in December and celebrate how we survived the most challenging half term so far.
The daily chats will be the starting point for our week of wellbeing that we think will be so needed as we approach Christmas this year. Each host will share one of the elements of #teacher5aday along with their views of how to incorporate some ideas into you personal wellbeing survival pack. The New Economics Foundation have shated their ideas about Mental Health and Hope during Covid 19 https://neweconomics.org/2020/10/mental-health-and-hope which has provided some inspiration for this version of slowchat.
For those of you who remember #PedagooHampshire I hope national #teacher5aday week this year will have a similar impact. A festival of happy and healthy teachers turning their learning into development with wellbeing and its heart.
Teacher Development Trust Section
.‘Success in Education: My Life as an Autistic Student’ with John Simpson
In this podcast Abby Bayford, Director of Institute at the Academy Transformation Trust, interviews John Simpson: trainer and founder of ‘Inspirational Autism.’ John draws on his experience of having Asperger’s and the impact that being undiagnosed at school had, offering our listeners a really rich insight into what we can do practically to support children and young people with autism. He also shares with the Naylor’s Natter listeners some of his proudest achievements to date.
You can follow John on Twitter. His Twitter handle is @JohnSimpsonIAT and find out more about the training and consultancy service he offers through Inspirational Autism here: https://www.inspirationalautismtraining.com/
Some of the many ways John can offer to support schools and communities with their inclusive practice are:
1:1 consultation sessions for autistic people, families, and anyone else who'd be interested in his input
School visits through which he will look at the school day through the lens of a person with Autism to offer practical advice that will drive school’s inclusive practive.
Deliver keynotes and workshops.
About the Academy Transformation Trust Institute
To find out more about ATT’s Institute click on this link:
You can also read more about ATT Institute’s people development curriculum in SecEd: https://www.sec-ed.co.uk/best-practice/creating-a-shared-culture-of-professional-learning-across-a-multi-academy-cpd-teacher-development-trust
The Academy Transformation Trust is also curating a blog series titled ‘A Letter to my NQT Self’ through which educators reflect back on their NQT year and offer advice to their NQT self. The purpose is to offer practical advice, reassurance and celebrate the teaching profession amongst NQTs. Follow the hashtag #NQTLetter and click on the link to read and engage: https://www.academytransformationtrust.co.uk/institute/a-letter-to-my-nqt-self-blog/
#teacher5aday has its weekly slot , this week sees Martyn Reah in conversation with Patrick Otley-O'Connor
About Professor ED Hirsch
He is professor emeritus of education and humanities at the University of Virginia. In the 1960s Hirsch's Validity in Interpretation made an important contribution to contemporary literary theory and established him as "the founder of contemporary intentionalism," defending the notion of objectivity in humanistic studies and distinguishing between the "meaning" of a text, which relates to understanding and does not change, and its "significance", which relates to explanation and changes over time. In popular culture Hirsch is best known for his work on cultural literacy, and is the founder and chairman of the Core Knowledge Foundation.
Beginning in 1990s, Hirsch began publishing books in the Core Knowledge Grader Series which the Foundation describes as "an engaging, illustrated guide to the essential knowledge outlined in the Core Knowledge Sequence" including information and activities for teachers, parents and children, as well as suggestions for related readings and resources. There are currently eight books in print, beginning with What Your Preschooler Needs to Know and ending with What Your Sixth Grader Needs to Know. The books have been particularly popular with parents who homeschool, as well as parents whose children attend Core Knowledge schools, and have been revised and updated over the years.
In How to Educate a Citizen, E.D. Hirsch continues the conversation he began thirty years ago with his classic bestseller Cultural Literacy, urging America’s public schools, particularly at the elementary level, to educate our children more effectively to help heal and preserve the nation. Since the 1960s, our schools have been relying on “child-centered learning.” History, geography, science, civics, and other essential knowledge have been dumbed down by vacuous learning “techniques” and “values-based” curricula; indoctrinated by graduate schools of education, administrators and educators have believed they are teaching reading and critical thinking skills. Yet these cannot be taught in the absence of strong content, Hirsch argues.
The consequence is a loss of shared knowledge that would enable us to work together, understand one another, and make coherent, informed decisions. A broken approach to school not only leaves our children under-prepared and erodes the American dream but also loosens the spiritual bonds and unity that hold the nation together. Drawing on early schoolmasters and educational reformers such as Noah Webster and Horace Mann, Hirsch charts the rise and fall of the American early education system and provides a blueprint for closing the national gap in knowledge, communications, and allegiance. Critical and compelling, How to Educate a Citizen galvanizes our schools to equip children with the power of shared knowledge.
#teacher5aday Martyn Reah is in conversation with Abigail Mann in our regular spotlight on wellbeing
Mary Myatt is an education adviser, writer and speaker.
Mary trained as an RE teacher and has worked as a local authority adviser and inspector. She engages with pupils, teachers and leaders about learning, leadership and the curriculum.
Mary has written extensively about leadership, school improvement and the curriculum: ‘Back on Track’, ‘High Challenge, Low Threat’, ‘Hopeful Schools’ and ‘The Curriculum: Gallimaufry to Coherence’.
Mary has been a governor in three schools, and a trustee for a multi academy trust. She co-founded the RE Quality Mark, is chair of the board for the Centre for Education and Youth and a member of the curriculum advisory group for Oak National Academy.
There are a lot of redundant processes in schools. We need to take a hard look at these and consider whether they are adding value to the core purpose of schools.
We need to apply Greg McKeown's 'disciplined pursuit of less' in order to create the time and space to do deep, satisfying work on the curriculum.
This means that there will be some hard choices and recognise that if we cannot do everything, we need to move to a space which acknowledges there will be trade offs.
This is more than a workload issue, it is about focusing our efforts on the most important agenda item in schools today - the development of an ambitious curriculum for every child, in every school.
Bethan is in conversation about the new online CPD leadership course
Amy Sayer has been a secondary school teacher for the past 12
years. She has completed her NPQSL qualification on supporting
disadvantaged students in her school.
She is a trained Mental
Health First Aider and has previously been her school’s mental health and wellbeing lead, helping them to achieve the prestigious Carnegie Centre of Excellence in Mental Health Award in 2019.
She has also led a roundtable discussion at the Annual Mental Health Conference run by Leeds Beckett University.
Amy has recently had articles published in Teach Secondary, SecEd and Tes. These have been of a range of issues from supporting student mental health, discussions about staff mental health and supporting students with Asperger’s Syndrome.
Supporting Staff Mental Health in Your School-
This is an accessible guide for schools explaining how to implement effective techniques to improve staff mental health. Drawing on case studies from years of experience supporting staff mental health, Amy Sayer introduces inexpensive, practical and realistic strategies that schools can implement to ensure the mental wellbeing of teaching staff.
This book provides steps to ensure that self-care and family time do not slip under the radar in the face of increasing pressure and limited resources. From providing adequate staff room facilities to ensuring that teachers can set clear boundaries around weekends and break times, these ideas create and foster a culture of openness around mental health and help teachers to re-discover their love of teaching.
.Education Exposed 2 follows on from Sam Strickland's first book, Education Exposed. The book is a pacy, punchy and forthright critique of how to drive the curriculum, behaviour and teaching within a school and the pivotal role that leadership plays in pursuing the halcyon dream. The book is neatly laid out, with each chapter identifying common curricular misconceptions, posing lots of key questions to consider and offering multiple practical ideas that you can take away. Every chapter ends with five key takeaway points for you to carefully consider.
The books neatly interplays theory, research, Sam's expertise and experience coupled with a practical and real-world approach. The first section of the book champions the importance of the curriculum and knowledge. The second section examines behaviour and how this can be driven by senior leaders coupled routine driven approach to learning. This section also takes you through a series of curriculum tools and teaching approaches that will assist you in thinking about how to implement and drive the curriculum. The third section of the book examines leadership; how leaders can champion the teacher as the expert and how a school culture can be supported and monitored carefully.
Education Exposed 2 is relevant for anyone working in a school, irrespective of their position or role. It is designed to be an accessible, versatile and quick read. Equally, it can be used as a dip-in and dip-out guide. Multiple practical approaches and strategies are offered as key take-away points.
Book available here:
Michelle interviews David about appraisal and the evidence base for performance management
Elisabeth Bowling is Assistant Principal and Head of English at Hethersett Academy, Norwich. She studied English literature and language at the University of Oxford and started teaching English as a foreign language in academies in Spain, before teaching in secondary schools in London and Norwich. As part of her Master’s degree, she focused on literacy and oracy and now writes about education at https://medium.com/@awildsurmise.
She has spoken at Team English National Conference 2019 and at the Inspiration Trust’s English Symposium. She tweets about education, books, and occasionally her cat Chekhov.
Tom Bennett was a teacher in the East End of London for thirteen years.
Currently he is the Director and founder of researchED, a grass-roots, teacher-led project that aims to make teachers research-literate and pseudo-science proof.
Since 2013 researchED has grown from a tweet to an international conference movement that so far has spanned three continents and six countries.
In 2009 he was made a Teacher Fellow of Corpus Christi College, Cambridge University. From 2008-2016 he wrote a weekly column for the TES and TES online, and is the author of four books on teacher-training, behaviour management and educational research. In 2015 he was long listed for the GEMS Global Teacher Prize, and in that year was listed as one of the Huffington Post’s ‘Top Ten Global Educational Bloggers
In March 2017, Tom published an independent review of behaviour in schools. He recently chaired the Behaviour Management Group for the DfE and is currently their Independent Behaviour Advisor. He coaches teachers and schools internationally in all aspects of behaviour management and research integration. He currently leads the Department for Education’s Behaviour Hubs project, a £10 million program designed to reboot behaviour skills in disadvantaged schools throughout the UK.
About Running the Room
Good behaviour is the beginning of great learning. All children deserve classrooms that are calm, safe spaces where everyone is treated with dignity.
Creating that space is one of the most important things a teacher needs to be able to do. But all too often teachers begin their careers with the bare minimum of training - or worse, none.
How students behave, socially and academically, dictates whether or not they will succeed or struggle in school. Every child comes to the classroom with different skills, habits, values and expectations of what to do. There's no point just telling a child to behave; behaviour must be taught.
Behaviour is a curriculum. This simple truth is the beginning of creating a classroom culture where everyone flourishes: pupils and staff.
Running the Room is the teacher's guide to behaviour. Practical, evidence-informed, and based on the expertise of great teachers from around the world, it addresses the things teachers really need to know to build the classrooms children need.
Bursting with strategies, tips and solid advice, it brings together the best of what we know and saves teachers, new or old, from reinventing the wheels of the classroom. It's the book teachers have been waiting for.
Tom and Tom Sherrington:
Maria and Bethan are in discussion about the new TDT Masters , click the link above to find out more.
Jon is an experienced senior leader and current deputy headteacher working in a large and diverse secondary school in Middlesbrough. As a classroom teacher he has experience of working in 3 different North East schools for over 15 years.
Trained as a Physical Education teacher, Jon taught both boys and girls PE for over 10 years as well as more recently teaching Computer Science. Jon is an expert in teaching and learning and is responsible for the strategic leadership of the quality of teaching in his school.
Jon has also been recognised by Microsoft as one of their Microsoft Innovative Educator Experts and forms part of their global educator visionary team, showcasing how technology can pave the way to better student outcomes.
Jon regularly writes for his own education blog on topics about strategic school leadership and classroom pedagogy. He also is a regular education blogger for various UK education websites and contributes regular thoughts and think pieces on topical matters across the education landscape.
Jon is also a published author for Bloomsbury Publishing – ‘100 Ideas on Engaging Learners’ (published August 2017) and ‘Senior Leadership’ for the Bloomsbury CPD Library (due to be published summer 2018).
This weeks book
Teaching Rebooted uncovers the most important pieces of educational research on the science of learning, helping teachers to understand how we learn and retain information. Jon Tait explores strategies such as metacognition, interleaving, dual coding and retrieval practice, examining the evidence behind each approach and providing practical ideas to embed them in classroom practice. This pick-up-and-go manual highlights some of the classroom fads that have come and gone to allow readers to reflect on their practice and decision-making. It offers practical tips to help teachers change what they are doing in the classroom straightaway, bridging the gap between academic research and day-to-day practice for teachers at any stage of their career. Written by an experienced senior leader responsible for teaching and learning, school improvement, professional development and educational research, this guide will help reboot teaching so it is both evidence informed and effective.
We have Michelle in conversation with Kathryn Morgan on collaboration and they kick off this weeks show
Running the Room with Tom Bennett
In this week's interview, Phil is in conversation with Stephen Tierney @leadinglearner about his new John Catt book 'Educating with Purpose'
About the book:
The past decade in education focused on what works. The decade ahead must focus on what matters. In his second book, Stephen Tierney argues that it is time for the purpose of education to move to the centre of the debate.
Why we educate is a question from which all else evolves. A question for all times, it will resonate deeply with those who have experienced the Great Pause caused by the global pandemic in 2020. And it is a question that we need to answer, because that purpose will determine what schools and the education system as a whole will do next.
Proposing that the telos of education must be a life well-lived, Tierney argues for a re-purposing of education. He provides the theory of four philosophies of education - personal empowerment, cultural transmission, preparation for work and preparation for citizenship - alongside a powerful critique that challenges the current orthodoxy.
Until recently I was CEO of the Blessed Edward Bamber Catholic Multi Academy Trust. A trust in Blackpool including Christ the King and St. Cuthbert’s Catholic Acadamies – primary schools – and St. Mary’s Catholic Academy is an 11-18 school. I chair the Headteachers’ Roundtable Group.
My first and probably only book is titled Liminal Leadership and is available via John Catt Ltd or Amazon. Liminal Leadership is based on my reflections of thirty years of leading and learning; it is written for teachers and leaders who want to reflect on their current or future practice.
In September 2013, I became Executive Headteacher of St. Mary’s Catholic College and Christ the King Catholic Primary School. These two Blackpool school’s first hard federated in January 2009. Previously I had been the headteacher of St. Mary’s Catholic College from September 2000 and thirteen years of headship have been a real rollercoaster of a journey. St. Mary’s is a hugely exciting place to work. We know we need to go the extra mile with our students, staff’s generosity and willingness to work with and for students whilst supporting each other adds to the wonderful ethos that permeates the school. Whilst at St. Mary’s I was very involved with the Specialist Schools & Academies Trust.
Prior to headship I was Deputy Headteacher at Our Lady’s Catholic High School, Lancaster and Head of Science at De La Salle in St. Helen’s. My career started in Blackburn at Notre Dame Catholic High School in September 1988 with the school amalgamating the following year to form Our Lady & St. John’s Catholic High School.
I am fascinated by leadership, learning, pedagogy and the curriculum and these elements have been intertwined throughout my professional life so far.
This week Michelle is in conversation withBethan on CPD Leadership in 2020/21. This is a very important topic as we return to school next week.
Next week- John Tait with Bernie Kaye
‘Empowering Tiny Voices’ with Torio Bono
In this podcast Abby Bayford, Director of Institute at the Academy Transformation Trust, interviews
Toria Bono about Tiny Voice Tuesday Unites: a Twitter community established by Toria to help
educators be heard from around the world. Toria also discusses the importance of growing our
professional learning network; helping people find their voice and her commitment to equity,
inclusion and diversity.
Our TDT section sees Michelle Barker, Communication and Network Lead, talk to Bethan Hindley,
Training Programme Lead, about utilising lockdown CPD and leadership of CPD.
#BrewEdFindYourVoice will be a day filled with inspirational presentations and fabulous discussions
that will get you ready for the coming year.
What is it? #BrewEdFindYourVoice
When is it? Saturday 29th August
How do you access it? Click on Toria’s pinned tweet – @toriaclaire – at 9am that day.
We also have Jo Jukes interviewing Kat and Claire on their John Catt book 'Symbiosis'
When the teaching profession places the curriculum at the heart of what it does, transformative change can take place. Curriculum reform is now at the forefront of every school agenda; in spite of this, there is a danger that its message may become lost in translation. When curricular change is poorly implemented, teachers experience a complete detachment from their sense of purpose, autonomy, and capacity to become curriculum designers of the future.
Employing an astute blend of theory and practice, Claire Hill and Kat Howard offer a methodical approach to designing and delivering a curriculum, to ensure that all feel part of a collective curricular journey. At a time when work on the curriculum can be politicised, monetised and overcomplicated, Symbiosis: The Curriculum and the Classroom provides a series of practical strategies for curriculum designers at every level, in order to not only keep and develop the skilled and professional teachers desperately needed in schools, but also to provide a world-class curriculum to students.
Next week- Stephen Tierney on Educating with purpose
Richard Gerver has been described as one of the most inspirational leaders of his generation. He is an award-winning speaker, bestselling author and world-renowned thinker.
Richard began his career in education, most notably as headmaster of the failing Grange Primary School. In just two years, he famously transformed the school into one of the most acclaimed learning environments in the world. He was celebrated by UNESCO and the UK Government for its incredible turnaround.
Richard has since transitioned to the global stage where he uses his trademark humour and natural style to deliver passionate, provocative and authentic speeches. He draws upon the first-hand experiences and unique insights garnered from frontline education to explore the links between great leadership, human potential, change and innovation. His ability to connect experiences across many seemingly different environments helps people to expand their thinking and perception of potential. It is this authenticity and uniqueness which has helped Richard win him global acclaim and invitations to speak on the most recognised stages, including TED, the RSA and BBC radio.
Richard is also a bestselling author. His first book, Creating Tomorrow’s Schools Today (now in its second edition), has become a seminal text around the world for those engaged in the transformation of education. His other books are explorations of human potential, leadership and success. In Change and Simple Thinking, Richard explores the world beyond school, through the eyes of an educator. Both have received critical and public success; both achieving global bestseller status. All his books have been translated into a multitude of languages including Spanish, Chinese and Korean. Richard's latest book, Education: A Manifesto for Change, explores how our school system can be made fit for purpose in our turbulent 21st-century world.
Most importantly, Richard is always humbled to be able to share his lifelong commitment to living, learning and laughing.
Neil Reynolds is the Headteacher at South Shore Academy in Blackpool. He has led the school on an incredible Journey since becoming Headteacher . He is also the First Team manager at FC United of Manchester . He has a UEFA B coaching badge . This conversation is about leadership, inspiring people and working with high performing teams. This interview was recorded in May of 2020.
This week sees the addition of Nimish Lad to the Naylor’s Natter team. Nimish is Vice Principal for Curriculum and Assessment at Wrenn school in Wellingborough. He is also a teacher of science and enjoys engaging with educational research. Nimish is interviewing Dr Flavia Belham. Flavia is chief scientific officer for Seneca Learn, a social enterprise that provides free online learning resources for students created with the aid of cognitive science. As part of her role, Flavia has attended schools to present of how cognitive science can be applied within the classroom. She has also presented at researchED on why students don’t use effective learning strategies, which is the focus of this podcast.
.Botherdness’ with Hywel Roberts….listed out for our competition to win a copy of Hywel’s book ‘Oops! Helping children learn accidentally.’
In this podcast Abby Bayford, Director of Institute at the Academy Transformation Trust, interviews Hywel and asks him what he means by the neologism ‘botherdness.’ He discusses the importance of serving a warm curriculum by cultivating a ‘botherdness’ that leaves children and young people eager for more. Hywel also talks about his own experience as an early career teacher and offers the Naylors Natter listeners the opportunity to win a copy of his book ‘Oops’ by posting advice to their NQT self beneath the podcast Twitter post, using the #NQTLetter. The winner will be selected at random at the beginning of September.
Our TDT section sees Bethan and David talk about online learning, what's new and what's here to stay.
About the Academy Transformation Trust Institute
The ATT Institute will officially launch in September. Join the Teacher Development Trust online on Thursday 24th September 2020 7-9pm who are hosting the ATT Institute launch and hear from experts Kathryn Morgan, Sir David Carter, Sam Twiselton OBE, David Weston and Naureen Khalid on the art of leadership, evidence-informed development, community and much more.
Register via this link: https://t.co/4a9CpvAW8a?amp=1
researchED is an educator-led organisation with the goal of bridging the gap between research and practice.
This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.
In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.
This week sees the addition of Jo Jukes to the Naylor's Natter team . Jo is the Trust Curriculum Research Lead @TEAL_Trust and @ResearchWolds. Jo is a Teacher of Business and will be contributing interviews regularly to the podcast.
Jo is interviewing Nimish Lad
Nimish is a highly motivated, enthusiastic and experienced senior leader in the education sector. A passionate education leader, Nimish had a high level of experience and expertise gained from nearly a decade in educational leadership roles. Nimish is delighted to now be focusing his energy in leading Curriculum, Sixth form, Data, Reporting and Intervention at a high performing secondary school in Wellingborough, Northamptonshire.
As a key member of the senior leadership team, Nimish champions the values of the school in which he works – Working hard, Respecting others, Enjoy learning, Never give up, Nothing is impossible. Instilling these values in the lessons he delivers and the teams he leads, Nimish has ensured that all stakeholders have the information they need to drive the rapid improvement that has taken place over the last few years. During his time on the senior leadership team, the school has moved from an Ofsted grading of a 4, to a Ofsted grade of a 2 within 18 months.
Nimish had driven the school to improve the use of data to plan lessons, and ensure that leaders at all level have access to the information they require to drive rapid progress and transformational change. Over his first two years on the senior leadership team the progress 8 score of the school improved by +0.5 with the percentage of students achieving English and maths at a grade 4 increasing by 22%.
Keen to share his expertise, Nimish has presented for ResearchED, Educating Northants NEDTalks and PiXL in the past, as well as hosting a global teachmeet for Its Learning. He is also completing his NPQH this year, conducting his 2nd placement in a local junior school.
Next week Phil interviews Joe Nutt
This week Simon Cox is in the presenting chair interviewing my hero , the godfather of podcasting Mr Craig Barton . In the podcast pedagogy, Rachel Ball joins me to have a look at the rise of the education podcasts . We navigate the best podcasts in other genres and signpost you to Rachel's picks.
Next week we have another new podcasting dream team , Nimish Lad and Joanna Jukes who will be interviewing each other.
Aziza Ajak is a Science teacher and a Vice Principal
@durham_uni BSc |@imperialcollege MSc |@UCL MA |@teachfirst2014 | NPQSL | Science teacher & Vice Principal @GoresbrookSc @teachfirst trustee
1)Could you start by telling listeners about your career journey to this point including your 10% braver more like 100% braver on your journey to assistant headship ?
2) Your March 2018 blog ‘is it as simple as just saying thank you - how to value and develop individuals in resource limited schools . How can slt particularly now genuinely demonstrate valuing staff?
3) How do we get recruitment and new staff induction right ? What is a Friyay trolley ?
4) Could you give listeners a senior leadership perspective on implementing while class feedback
5) From a look in the mirror , how do you juggle the competing responsibilities of teaching and learning and behaviour?
6) From your blog , new young or inexperienced. Could you share the context for your discussion?
7) Could you tell listeners about authentic leadership ?
8) Why is it important to talk about authentic leadership
Could you signpost listeners to your blog, website and your crowdcast with Niall Alcock ?
This week I am joined by Michael Zwaagstra to discuss his John Catt book - A Sage on the Stage
Could you start by giving us a brief history of your career to this point?
Chapter one- foolish educational fads is a fantastic read and one which will chime with many of our listeners , Could you outline some of those educational fads and gimmicks and tell us why education fads do teachers and kids no favours ?
• A big question in chapter 2 raising academic standards- why should schools focus on the essentials and what are the essentials?
•In chapter 3 you outlined that tests are good for students could you tell us more?
•Could you tell us why content knowledge is important ? (perhaps taking in the explanation of Lord of the rings from the start of the chapter and how Tolkien showed a tremendous amount of creativity and even more importantly content knowledge in his Lord of the rings trilogy)
•Why does discovery maths not add up?
•My favourite chapter of the book is Chapter 7- improving life for teachers and students. There is some fantastic common-sense advice in this chapter, firstly why is it time to call time on cell phones in school?
•Will longer school days make students smarter?
•Does every student deserve a personalised learning experience that matches his or her unique learning style?
•Are distractions sometimes good for learning?
•Is it valuable sometimes instead of bringing in a new initiative to simply stop doing things that aren't working as you put it improve teacher working conditions by dumping bad ideas?
•Are gadgets in classrooms just gimmicks and should technology drive education reform?
•Could you tell us where listeners could find out more about you and A Sage on the stage?
In podcast pedagogy , I am currently reading the rED guide to the curriculum edited by Claire Sealey who will be a guest in a few weeks.
Welcome to this weeks Naylor’s Natter . This week is a special episode that I have been sitting on for some time. As you will all know , I was due to help host with my colleague Mr Simon Cox the behemoth that is rED Blackpool. At this conference , I was due to speak about behaviour , not because I am some kind of expert but because I am a student of behaviour . I would like to think that after years of honing my own behaviour management that I am stronger in this area than at any stage of my career. I attribute this to learning from and listening to many of the big voices in behaviour over 20 years .
I started by learning from Lee Canter’s assertive discipline and this was a book I re-read each and every August before returning to school. I also discovered the behavior guru Bill Rogers and read many of Bill’s books and devoured his videos. The talk I referred to earlier was entitled ‘Behaviour- Ideology, evidence and pragmatism’ . Behaviour more than any other issue in school is highly controversial and teachers and leaders have many and varied styles and rationales for the behaviour policy they adopt . Teachers and leaders seem to have a strong position on their preferred behaviour approach and some seem to favour a particular camp or approach . This is very much teacher’s own choice and I fully understand that teachers are attached to their own particular style or strategy . The strap line for this podcast is talking to teacher and this is very much a philosophy that we at Naylor’s natter want to promote. On the podcast we have spoken to Sam Strickland, Tom Bennett , Kiran Gill , Jules Daulby and many other on their philosophy of behaviour . What hopefully listeners will find is that whatever your preferred style , there is something to be gained from listening to everyone in the debate on behaviour .
This week’s guest is Paul Dix. Paul has written the hugely successful ‘When the adults change, everything changes’ and is an experienced teacher and a leading voice in education . What struck me in our pre-lockdown February half-term conversation is how much great advice for teachers there is within this book and how practical its application can be . Paul speaks humbly about his own practice in the classroom , his rationale for writing the book to help teachers like himself and how reading this book many change your view of how you approach behaviour but also of his approach . Lot’s of the debate on social media is quite binary , this approach is good that one isn’t . This behaviour expert is right , this one is wrong and the levels of praise or vitriol can be off putting particularly with new teachers.
This is a podcast to approach with an open mind , there will be something for you here whatever your current view on behaviour . You will hopefully see as I did , the common themes coming through from all the podcasts we have done on behaviour . I found Paul utterly charming and giving of his time and whilst I wont adopt everything we discussed , he really made me think about how to refine my own practice and that of the school . Thank you Paul
We have our regular TDT section which this week is anything but regular as we have leadership legend and friend of the show Jill Berry back to talk about leadership. In podcast pedagogy this week I am reading the researched guide to the curriculum – an evidence informed guide for teachers edited by Claire Sealey who I will be speaking to soon about this new John Catt book . I am also revisiting retrieval practice – research and resources for every classroom from the wonderful Kate Jones .
This week I am in conversation with Michael Chiles on his book 'The CRAFT of Assessment' .
About Michael https://twitter.com/m_chiles
Principal Examiner • HOD • Trainer • Author of CRAFT with @johncatt @SenecaLearn Ambassador • Border Collie Owner •
Michael's career began as a Geography teacher in a secondary school in the West Midlands where he became head of department and then a senior leader with responsibility for teaching and learning . He then relocated to the north-west, taking a short period of time out of the classroom to develop and deliver teacher training both nationally and internationally . He is now head of department in a secondary school in the north-west.
Michelle talks to TDT CEO David Weston about the importance of culture
This week I am reading 'A Sage on the Stage' by Michael Zwaagstra.
I will be speaking at #newED on behaviour on the 27th June , more information here:
I will also be presenting a keynote at the RSC conference (Wales) on 24th June , more information to follow.
Paul Dix on When the adults change
A special podcast this week to mark the release of 'The Power of Culture' .We have interviews with authors from the ensemble cast of Michaela Teachers , namely Katie Ashford and friend of the show Pritesh Raichura. We also have an exclusive discount code for Naylor's Natter listeners embedded within.
We are also delighted to be teaming up with BBC Bitesize to bring you interviews with their class of 2020 and we start this week with Jordan Firth. We talk about his teacher talks, his podcast and his love of Leeds United.
Our TDT section sees Michelle in conversation with Bethan about focus and we all look forward to the TDT conference coming soon.
The book- The Power of Culture
REMEMBER NN EXCLUSIVE DISCOUNT IN THE PODCAST
Next week - Michael Chiles on 'The Craft of Assessment'
We are spoiling you with another double issue! This week we have interviews with The Difference founder and CEO Kiran Gill and Headteacher and author John Tomsett. WE ALSO HAVE A DISCOUNT CODE FOR PSF, LISTEN CAREFULLY! https://www.johncattbookshop.com/putting-staff-first
Kiran is Founder and CEO of The Difference – an organisation which is creating a new generation of school leaders, specialist in improving outcomes for the most vulnerable children.Kiran began her career in inner-city London, as an English teacher in schools serving the most deprived postcodes in the country. After five years on the frontline, Kiran left to work in education policy, searching for solutions to the rising number of vulnerable children who fall through the gaps. Kiran was working at Social Mobility Commission when she conceived the idea for The Difference. She has led its work full-time since January 2017.Kiran is driven by her own family experiences. Growing up with two adopted sisters, Kiran witnessed the long-term effects of childhood trauma and the lack of support for young people with complex needs. This insight is what keeps Kiran striving for the most vulnerable children to get the education they deserve.
John has been a teacher for 31 years, a Head teacher for 16 years. John is the author of 3 education books He is a frequent blogger and popular speaker.
The natters in brief
Kiran with Kathryn
Brief introduction from Kathryn on Kiran, who she is and what she does.
1. We know of Kiran Gill as Founder and CEO of The Difference but please tell listeners a little more about yourself and your journey from classroom teacher in inner-city London to CEO at The Difference.
2. In what way did your insights from being a teacher in inner-city London inspire and motivate you to incubate your idea for The Difference?
3. In 2017 you had raised enough capital to fund a research paper with think tank IPPR, to understand rising school exclusion and look for solutions to this growing problem. Tell listeners more about what that research entailed and what some of the headlines from the paper were.
4. In 2018, you were asked to contribute to the DfE’s Timpson Review of school exclusions. What were some of the main headlines from that review and how did it further help to shape your thinking at The Difference?
John with Phil
Recruiting the best
1. No one wants to spend their career at odds with the organisation in which they work. Why is culture more important than money?
2. Huntington school is well known and respected as a place where teachers can develop, how did you go about establishing that Staffs obligation to improve their practise is a non-negotiable?
3. You go into detail about your process for selection, right through from providing the candidate with water rather than faffy tea or coffee through to the interview lesson. One section that struck me is the Storey you put in good subject knowledge. How important is subject expertise and can this be developed in the same way as pedagogy.
Pritesh Raichura on Michaela's The Power of Culture and Neil Reynolds on leadership in schools and football
This week sees another double-header which are proving very popular during Lockdown. We have Bruce Robertson in conversation with Phil about his John Catt book 'The Teaching Delusion' and Kathryn Morgan in conversation with Chloe Woodhouse and Caroline Spalding. We also have Michelle chatting to Maria in our TDT section on the use of expert knowledge.
Senior Leader of Teaching & Learning in the Scottish Borders | Author of 'The Teaching Delusion': https://amzn.to/2JnKPOa & https://bit.ly/3dLYL2r
Assistant Headteacher KS4, RSL & PP | Future Leaders cohort ‘19 |@SLTchat team member | Co-organiser @TeamEnglishNC @WomenEdEM Network Lead | Wrestling fan
Assistant Headteacher KS3 & PP |#TeamEnglish | SLE | PiXL associate | NPQSL | Co-organiser of @TeamEnglishNC | Geek | Comic book fan | Always on the dance floor
The Teaching Delusion:
Gentle introduction question, listeners will be familiar with you and your book 'The Teaching Delusion' from your summary in a previous podcast but could you tell us a little more about you and your career to date?
BIG question starter , what is the purpose of school and a pertinent follow up is will this change as and when we return?
'Learning in schools is different from learning without schools because learning in schools involves students working with professional teachers, it is the interaction between teachers and students that is the essence of schools' . What difference can teachers make and what are the key messages from educational literature and research?
What are the key factors that lead to high quality student learning?
Which teacher and leader mindsets enhance a strong professional learning culture?
Something I'm very interested in is creating a professional learning culture. How do you suggest listeners can enhance their PLC?
Lesson observation and evaluation remains controversial , could you tell listeners about your lesson evaluation toolkit and the 'instructional model' suggested by Peter Cole?
How important is lesson planning and how do you suggest using the lesson evaluation toolkit to support lesson planning?
Michelle interviews Maria on the use of expert knowledge . http://tdtrust.org/
This week it is Kraftwerk's Computer World, Dickens (again) with David Copperfield and NO film review!
Katie Ashford and Pritsesh Raichura on the new Michaela book 'The Power of Culture'
John Tomsett on 'Putting Staff First'
The Naylors Natter app!
Download it here to keep up to date with all episodes, blogs and updates https://3787413.igen.app/
This week we are treating you the listeners to another bumper double edition. We are delighted to have interviews with the authors of 2 new education books , namely Alex Quigley and Dr Catherine Lee . Alex is interviewed by Bernie Kaye, a fantastic new addition to our NN team , Bernie is an English teaching uber geek with a passion for cooking, reading and festival going. AHT - ITT, research & literacy. We have all our usual features including our TDT section http://tdtrust.org/and Lockdown Learning.
I am National Content Manager at the EEF, supporting teachers to access research evidence. After over fifteen years in the classroom, I now support from outside the school gates.
Closing the reading gap
So, what is the reading gap? It is a teacher knowledge gap, but more importantly, it is the gap that exists between reading access, reading practice and reading ability for the pupils in our schools. It marks out the ‘reading rich’ and the ‘reading poor’ populate all of our schools.
The gap is writ large when we explore the evidence. Take reading access. Recent research from the National Literacy Trust shows that 1 in 11 children own a book of their own. A mere 1 in 8 disadvantaged children own a book. I think about the impact of those empty bookshelves (in all likelihood, there is no bookshelf at all) for pupils.
Then when you explore school attainment, you can see the gap and the daily damage that is suffered by many pupils. When you consider that only 73% of pupils leaving primary school reached the expected level for reading in 2019, it is clear that many of those pupils will struggle to access the secondary school curriculum.
I never expected two years ago that this book would be published during a global crisis that would see pupils impacted by school closures. When you wed closures to limited book access, limited teaching, along with limited support at home, the prospect for the reading gap is massively challenging.
I hope that this book – and the free related resources – offer some useful guidance for teachers and schools during this challenging time. It should provide handy CPD, now and as schools bounce back to support our pupils.
You can purchase the book from the following.
Amazon link HERE
You can find 5 free resources to go with the book on my RESOURCES page HERE.
UK Pride Power List 2019. Diva Award finalist 2020. Deputy Dean at Anglia Ruskin University.
We are all at our most effective when we can be ourselves at work, but more than half of LGBT teachers hide their sexual identity within their school workplace. For LGBT teachers, vigilance, concealment and assimilation, take a great deal of energy, on top of what is already a very demanding job.
Through personal testimonies, advice and a rousing call to arms, this book shows how LGBT School Leaders are often amongst the most inclusive, creative, adaptable and intuitive colleagues, when they are able to flourish and be their authentic selves.
The book is available here: https://www.johncattbookshop.com/courage-in-the-classroom
Coming Soon- John Tomsett and The Power of Culture by Michaela School
promo code of PSF40 for listeners to get 40% off Putting Staff First by John and Jonny Utley , our previous guest .
A special double edition this week featuring Martyn and Molly . Martyn's natter is PRE lockdown (Feb half-term) and Molly's is a lockdown recording
Martyn Reah : about Martyn in his own words:https://martynreah.wordpress.com/about/
After 20 years of working as a teacher I have decided to put pen to paper and record the things which interest me and hopefully others. Born in Chester and brought up in Sunderland I now call Petersfield home. After starting my career in the East Midlands promotion moved me north to Yorkshire. Family commitments dragged me kicking and screaming south to Hampshire where my four children keep me busy with some spare time available for enjoying sport.
1) journey to this point gentle intro - from 1994 and a roller chalk board to 2020 ! 2) tell us about the origins of #teacher5aday and the need for the movement 3) could you take listeners through each of 5 areas ? 4) this year saw the first #teacher5aday week in December . Could you share with us some of the activities that took place and who was involved? 5) how could/should leaders involve #teacher5aday in their schools? 6) what is a slow chat and how can listeners get involved ? 7) what is the #pledge ? 8) you now have a steering group , who is involved and what is their remit ? 9) pedagoohampshire has been a big success for a few years now . Is it back again this year and who’s speaking? 10) are you still running every day? Some achievement!! 11) could you signpost listeners to your blog/website etc ?
Molly: about Molly @Mimmer in her own words :https://mimmerr.co.uk/
Molly, 20-something Londoner, teacher.
I write about fashion ethics, music, education, social inequality and TV.
Press & business:
Email: firstname.lastname@example.org Twitter: @mimmerr.
Music is a big part of my life and we have a weekly section (which you kindly contributed to last week) tell listeners who you think are worth the hype and does me liking arcade fire make me an ageing hipster ?Could you tell listeners about your folding paper project , what is your aim with this and how can listeners get involved ? You are also posting about a daily writing challenge , what themes have you explored so far ? You are also an accomplished interviewer and have interviewed some leaders in education . I particularly enjoyed talk to teachers :tiny voices and tiny voice Tuesday . How do you (and Toria) think we can improve edutwitter ?Teacher workload is a topic we have returned to many times on here . Shouts to Kat Howard and Martyn Reah who’ve done great work in this area . What do you think is causing teacher workload and what can we do ? Also do you think the current situation has created more unnecessary workload for staff ? Where can listeners find out more ? Signpost to social media ( tumblr for example may be new to some ?) .
TDT Section- Maria and Michelle on Needs Analysis
Books- Robert Webb
Film- The Astronaut
John Catt- upcoming episodes featuring 'The Teaching Delusion' and 'Courage in the Classroom' available with #naylorsnatter discount here :https://www.johncattbookshop.com/
Next week- Alex Quigley
This week sees a welcome return to the interviewers chair for Emma Turner . This week she is in conversation with Neil Gilbride and they are discussing all things leadership. This interview was recorded on 16th March in a pre-lockdown UK so please be aware of that when listening.
About Neil in his own words:
I am currently a PhD student at the University of Bath, Lecturer in Education at the University of Gloucestershire and consultant with Neil Gilbride Consultancy.
I have a unique, multi-sector experience as both a practitioner and researcher. I have over 12 years professional experience across the public, voluntary and private sectors as a teacher, researcher, middle leader, school social worker, carer, counsellor and governor. My academic background is equally diverse – stretching from Biomedical Science, Special Educational Needs through to the Leadership Development and Organisational Behaviour. In working with individuals and organisations, my multi-disciplinary background delivers new insights and fresh ways of thinking.
Primarily, I am a psychologist. In my work, I apply the principles of psychology to leadership, people development, inclusion and organisational behaviour. My cutting-edge research is looking at the role adult development plays in how leaders think, feel and behave. Please go to the ‘ego development‘ page to find out more.
I am available for consultancy through my business, Neil Gilbride Consulting. Please do click here to see what I might have to offer you and your organisation.
Lockdown Learning (previously Podcast Pedagogy)
In music- Gerry Cinnamon's 'The Bonny' on Vinyl
Films on streaming - 'Trolls World Tour'
Books- A Tale of Two Cities by Charles Dickens
Shameless Plugs from our partners and sponsors
TDT connectUp is a great resource with some amazing speakers - http://tdtrust.org/cpdconnectup
John Catt bookshop has some amazing new titles in stock and #naylorsnatter mentions in a tweet will unlock your discount code https://www.johncattbookshop.com/
ResearchEd Home is the place to be at 11am if you can get on! https://www.youtube.com/watch?v=1awWjuY1Jb4
As ever , if you would like to be part of the show as a lockdown learner or as a guest , please get in touch via our website www.naylorsnatter.co.uk
or email email@example.com
See you next week!
This week I am back in the interviewers chair to have a natter with 2 titans of education namely:
Paul A. Kirschner is Emeritus Professor of Educational Psychology at the Open University of the Netherlands as well as Guest Professor at the Thomas More University of Applied Science in Belgium.
Carl Hendrick teaches at Wellington College, UK, and holds a PhD in Education from King’s College London.
We are discussing their new book 'How Learning Happens- Seminal Works in Educational Psychology and what they mean in practice' . Here is Carl's introduction to the book:
"Almost two years ago, I was asked by Professor Paul Kirschner to write a book with him. The original title was ‘Standing on the Shoulders of Giants’ and the basic premise was to discuss what we felt were the foundational works in education psychology and present them to educators in a way that would hopefully inform their practice. To be asked by someone of Paul’s stature was a huge honour for me and I really enjoyed reading through almost 100 years of the best evidence on learning and the weekly meetings over Skype talking about the book (and football).
The chapters are divided into six sections. In the first section we describe how our brains work and what that means for learning and teaching. This is followed by sections on the prerequisites for learning, how learning can be supported, teacher activities, and learning in context. When we got near the end of the book we thought it would be good to provide some cautionary tales so in the final section we discuss what can only be described as educational Novichok in a chapter called ‘The Seven Deadly Sins of Education’ which you can download for free here."
It comes highly recommended!
“So often I’ve been asked to recommend a starting text for educators interested in the workings of the mind―now I have one. The text Kirschner and Hendrick offer alongside each seminal article does a wonderful job of situating the content in the broader scientific context, and in the classroom.”
– Daniel Willingham, Professor of Psychology and Director of Graduate Studies, University of Virginia
“As the volume of research into psychology and education grows, it becomes ever harder for researchers, let alone teachers, to keep up with the latest findings. Moreover, striking results often turn out to be difficult, or impossible to replicate. What teachers need, therefore, is good guidance about research that has stood the test of time, and practical guidance about how these well-established findings might be used to inform teaching practice, and this is why this is such an extraordinary, wonderful and important book. Paul Kirschner and Carl Hendrick have selected the most important research publications in the psychology of education, and, for each publication, they have provided a summary of the research, the main conclusions, and a series of practical suggestions for how the findings might inform teaching practice. I know of no other book that provides such a rigorous, accessible and practical summary of the last fifty years of research in educational psychology, and anyone who wants to understand how research can improve teaching needs to read this book. Highly recommended.”
– Dylan Wiliam, Emeritus Professor of Educational Assessment, University College London
We also have Podcast pedagogy with The Strokes, Tiger King and Ulysses!
Welcome to this week's Naylor's Natter, hopefully capturing the Zeitgeist of the continuing school 'closures' and lockdown. This script is being written over lunch during one of my days in school , can I add my thanks to all teaching colleagues going over and above throughout the world.
On this weeks natter , we have the marvellous Kathryn Morgan again in the interviewers chair. Kathryn is nattering with Sir David Carter. Sir David is a former National Schools Commissioner, the first Regional Schools Commissioner for the South West and before that had taught Music in Comprehensive Schools across the country since he started teaching in September 1983. He received a Knighthood for services to education in the Queen's birthday honours in 2013.
We have Michelle and Bethan discussing online facilitation in our regular TDT section . This is of course very prescient and topical at the moment
In television from streaming services during lockdown we have Lucy Flower @MrsLFlower https://thehappyleader.wordpress.com/ on Waterloo Road and the genius of Hey Dugee .In music we have Molly @mimmer https://mimmerr.co.uk/ on Tame Impalla and in books its me on Brave New World by Aldous Huxley.
A plug for ResearchEd Home which is a fabulous idea , coming to a device near you from 20/4 . This will be starting with the superb Daniel Willingham and will also feature our very own (well sort of) Simon Cox .
Stay indoors , keep positive and see you next week!
Update - promo code of PSF40 for listeners to get 40% off Putting Staff First. Visit https://www.johncattbookshop.com/titles
In this weeks natter , Kathryn is in conversation with Jonny on leadership and how it is vital at times like this.
Music- 'Mixing Colours' - Roger Eno and Brian Eno
Books- 'A Clergyman's Daughter' by George Orwell
Streaming Services- 'Sunderland 'till I die' and The Body Coach
Sir David Carter
Stay in and stay safe everyone . Massive thank you to all educators, continuing to safeguard, provide and care for our pupils! #proudtoteach
*******This week's interview was recorded some weeks ago so please bear that in mind when listening*******
This week I am in conversation with Daisy Christodoulou . Daisy is the Director of Education at No More Marking, a provider of online Comparative Judgement software for schools. Comparative Judgement is an innovative, reliable and quick way to assess essays. You can find out more about how it works on the No More Marking website.
Before joining No More Marking, Daisy was Head of Assessment at Ark Schools, a group of academy schools in the UK, and before that, I was a secondary English teacher in London.
Daisy has written three books about education, Seven Myths about Education, Making Good Progress, and Teachers vs Tech. Find out more about them here.
You can read more about Daisy in this profile from Schools Week and this one from the Guardian. You can contact Daisy via Twitter @daisychristo.
ch 1 - why hasn't ed tech succeeded in the way we would have liked in the past?
* ch 2 - personalised learning - is this a good thing?
* Ch 4 - what is flipped learning, should we all be doing it, if so why not?
* ch 5 - what are the ups and downs of using devices to learn?
* Ch 6 & 7 - what is so good about spaced repetition algorithms?
Ch 7 - will robots ever take over from teachers?!
* I'm a student / parent / teacher / SLT member and I really want to use tech to help learning - what should I do?
We also talk about comparative judgement and VAR
We have a contribution from listener Natalie
In lockdown, we are now looking at streamed movies . This week it is the Amazon streamed 'Blinded by the Light'
I will be reviewing Dreamland by Alexis Ffrench . A much needed oasis of calm in a desert of uncertainty.
We will be continuing with the podcast during these difficult and turbulent times. Stay safe out there listeners , we appreciate you being here!
This week sees the welcome return of Tom Sherrington to talk through his new book (with Oliver Caviglioli) entitled Teaching Walkthrus. Teaching Walkthrus are 5 step guides for instructional coaching.
The first question is why? What are the reasons for the walkthrus?
Secondly , what areas have you covered in the walkthru series?
Into behaviour , how important are routines and how do the walkthrus and Oliver’s work help here?
With curriculum , How do you walkthru designing a knowledge rich curriculum and sequencing concepts in small steps?
Tell listeners about how you and Oliver have drawn on the work of willingham , William, Berger and shimamura in the explanation and modelling section .
Set out if you can , your suggested repertoire of effective questioning techniques?
Retrieval practice ? That’s just a quiz isn’t it ? Deliberately provocative question !
What is mode A and mode B teaching , readers of the learning rainforest will be aware of course . How can teachers listening weave mode A and B teaching into a cohesive whole ?
The how section includes guides on implementation. Could the book be used in an instructional coaching situation?
CPD cycles are mentioned , how important is it for leaders to map out cycles ?
Tell us about your launch at rED Blackpool
We are joined by Bruce Robertson giving listeners a sneak preview of 'The Teaching Delusion' , I will be reviewing classic film 'Coach Carter' and Four Tet's Sixteen Oceans in music.
*****Listener discount code- WALK40 to get 40% off any quantity of Walkthru's up until the end of March**********
This week Teacher Development Trust CEO David Weston interviews Tom Bennett on behaviour, his work with the DfE on behaviour hubs, creating a culture and the mighty ResearchEd movement .
Tom Bennett is the founder of researchED, a grass-roots organisation that raises research literacy in education. Since 2013 researchED has visited three continents and six countries, attracting thousands of followers. In 2015 he became the UK government’s school ‘Behaviour Czar’, advising on behaviour policy. He has written four books about teacher training, and in 2015 he was long listed as one of the world’s top teachers in the GEMS Global Teacher Prize. In the same year he made the Huffington Post’s ‘Top Ten Global Bloggers’ list. His online resources have been viewed over 1,200,000 times.
Books -Teaching Walkthru's by Tom Sherrington and Oliver Caviglioli
Films- Onward by Disney
Music- Dummy by Portishead
John Catt discount code:
If you wish to purchase Tom Sherrington and Oliver Caviglioli's Teacher Walkthru's, listeners can enter code WALK40 to get 40% of an order of any quantity of Walkthrus up until the end of March.
This weeks I am in conversation with Omar Akbar; Teacher, Author- The Unofficial Teacher's Manual: What they don't teach you in training; Bad School Leadership (and what to do about it) . We are nattering about school leadership, the good and the bad! This is a very positive podcast with some great takeaways.
From the introduction of the book , tell us a little bit about you and your 15 years teaching across 4 schools?
You say this book is about the mismanagement of the system , what do you mean by this and what can we do about this ?
You kick off the book with relationship building and Rick astley ....tell us how important relationships, empathy and communication are for leaders
Observations can be controversial but also useful , what are your www and Ebi here ?
Learning walks , deception walks and urine tests . How can we ensure visits to lessons are beneficial for all ?
Book scrutiny and deep dives , what is a secret dossier and how can leaders be more transparent?
Behaviour - when in doubt blame the teacher for not engaging the learners . Is this common and how do we support teachers with behaviour so they are empowered and not undermined ?
Meetings - what is a Botox meeting ?
How do we support NQTs so they end up like the one on that recruitment advert
How important are unions and why should we stand by our unions ?
How does shift happen ? What can we do to achieve a new normal ?
Let’s finish as you do with some myth busting! Share a couple with listeners ? Where can we find out more ?
John Catt sponsorship
Here is a code for the first week: POD30. If listeners enter that where prompted on the SHOPPING CART page (not the CHECKOUT - people often slip up with that!), they will get 30% off any order from JohnCatt.com until the next week’s show.
Cath Murray now slays dragons for @csjthinktank leading on alternative provision. Content producer for @EducationFest. Formerly@SchoolsWeek&@FEWeek . We are in conversation about alternative provision and exclusions.
What is IntegratED?
The IntegratED programme aims to reduce preventable school exclusions and improve the quality of alternative provision (AP) for pupils being educated outside of mainstream schools.
Our work is broadly divided into two areas:
Raising the profile of AP and exclusions; and
Piloting models in schools and AP settings that prioritise whole-child development.
The social change we want to see eventually is a reduction in the number of children excluded from schools, an increase in early remedial interventions for pupils who require them, and a greater focus on whole-child development across the school system.
If AP is the best place for a child, we want to ensure they are given high-quality provision that helps them achieve their full potential.
In all cases we wish to see young people graduate from secondary level to a positive tertiary destination, with sufficient skills, values, aptitudes, and capabilities to enable them to contribute to the common good.
We are not saying that all exclusion should be stopped. We are saying:
exclusions should be fair, and with the best interest of the child at heart; and
if removed, children should be placed somewhere that can offer them a high-quality education that meets their needs.
Firstly tell us about your career to this point and how you moved from schools week to slaying dragons! What is integratED and which organisations are part of this coalition? Tell us about your work for integratED and your vision for fewer exclusions and better alternative provision The unexplained pupil exits from school published in October from the education policy institute is an important read , could you take listeners through the report and it’s key recommendations (policy, guidance etc) The AP census is incredibly opaque as you state in the integratED blog , what constitutes AP? Why is there such huge disparity in different LAs ? You recommend that the government should publish alongside its exclusion rates , a combined figure that accounts for all AP , tell listeners why this is important. Is a managed move to AP better than a perm ex ? How can we improve education for children removed from mainstream? You are out presenting your work at conferences , where can listeners see you next ? Could you signpost us to blog / twitter / website etc ?
Naylor's Natter in association with TDT is now sponsored by John Catt Edu. This means even more high quality interviews and for you the listeners , a chance to benefit with discounts on John Catt books . The sponsorship will also help move NN into America!
This weeks code:
Here is a code for the first week: POD30. If listeners enter that where prompted on the SHOPPING CART page (not the CHECKOUT - people often slip up with that!), they will get 30% off any order from JohnCatt.com until the next week’s show.
Omar Akbar on Bad School Leadership
In this week's extended half-term special, we have Emma Turner interviewing Sam Twiselton OBE on Early Career Framework and much more. We also have Jude Hunton 'live' from Educating Lincs which took place earlier this month.
We have Maria and David in discussion about the Education Policy Institute's new research, commissioned by Wellcome, The effects of high-quality professional development on teachers and students is published today. The report can be found at https://epi.org.uk/document-type/report/. This review of the evidence on teacher professional development informs a wider EPI research project on CPD, also commissioned by Wellcome. The research, which is to be published later in the year, will examine the costs and benefits of a proposed policy entitling all teachers to thirty-five hours of high-quality professional development every year.
Podcast pedagogy section
I look at 'Indistractable' in books by Nir Eyal, 'The Slow Rush' by Tame Impala on vinyl and 'Sonic The Hedgehog' in films.
Chris Moyse is a nationally acclaimed trainer and consultant with over 30 years of experience in education. A teacher for 18 years, he was a successful Head of Physical Education and went on to become a Teaching and Learning consultant for Somerset Local Authority. He was then a senior leader in a highly successful all-through 3-16 school for 7 years and is now Head of Staff Development for Bridgwater College Trust – a 3-19 multi academy trust in Somerset.
He is also managing director of a successful education and leadership consultancy business; TLC Education Services Ltd, as well as being senior SLE for North Somerset Teaching Alliance. Chris is also an ambassador for Leadership Matters; a movement designed to give all schools access to the high quality leadership development that ultimately improves pupil educational outcomes. Chris was also the only associate teaching trainer with Ginnis Training Ltd – an education consultancy company led by the late, great Paul Ginnis, author of The Teachers’ Toolkit. He has worked in over 600 schools across England and Wales.
Tell listeners about your career to date , your journey and what you are working on at the moment ?
I wanted to start by asking about your blog of November last year , entitled RIP performance management. You use the famous insanity quote at the end of the blog , tell me why performance management is dead?
Tell us about the professional growth policy you have devised for your trust .
What are the key drivers for staff development?
Going into your professional growth policy , what advantages does continuous professional growth have for teachers and students/pupils ?
What is effective personal reflection? Are teachers good at establishing our levels of competence?
I’m very pleased to see the data target ditched , what quality assurance processes do you employ to ensure pupils receive the best teaching possible ?
How will you use the teachers standards to help teachers reflect on their success, strengths and areas for development?
What is a challenging focus script and how will this be used by line managers ?
I’m very excited by the professional growth plan , how will training, opportunities and time be factored into this ?
What support will be provided for teachers and what feedback will be given ?
How will observations be used to support teachers to grow professionally ?
Could you signpost listeners to your website /twitter etc and your excellent podcast with the talking teachers ?
Where will you be speaking next about this?
Again based on #teacher5aday #notice , I will be looking at The Lighthouse in film , Foolish Loving Spaces by Blossoms in vinyl and The Prisoner by Jack Worth in books
Emma Turner interviews Sam Twisleton OBE.
Tom Rogers is an experienced teacher and middle leader, having worked at schools in the UK for 9 years and internationally for 4 as a history teacher, head of history and latterly assistant headteacher. He is now back in the UK.
Toms passion is in making schools better places for teachers to work in. This passion has inspired him to write more than 100 blogs for the TES and share with the profession through his own twitter account; @rogershistory. Tom has also produced videos for his youtube channel, has his own podcast and more than 20,000 students use his online courses.
In 2015, Tom set up the teachmeet network “teachmeet icons” which now hosts free annual events for teachers across the UK. Teachmeeticons has expanded significantly and has become a notable force for teacher CPD in the UK.
Tell us about your journey to this point and what you’re working on at the moment .
Could we ask about your journey through classroom teaching into leadership and whether your think good teachers make good leaders?
Teachmeet icons was a real force for good in the profession , tell us about the genesis of this idea and where we are up to with this now?
Your resources have been used by thousands of teachers and students . Tell us how important sharing resources can be and it’s impact on workload , an issue I know you are passionate about.
Recently I met you on your tour of interviewing school leaders . What were your biggest takeaways from that experience and could you share some gems from the leaders?
I am a huge fan of your blogs . My first experience going back some time was the nightmares and dreams blog .....how relevant is that still for new teachers?
I love your podcast! Doing it live was just amazing and so brave . Will this be coming back?
Your most recent 2 blogs ‘the journey’ and ‘the dark side of international teaching’ have been hugely emotive and gripping . Could you share your thought process in deciding to work abroad and what you gained from the experience .
Where do you see yourself in teaching next?
You do so much good for the profession so on behalf of teachers thank you ! Where can we see you on the speaking circuit next ? Thank you !
This week I am looking at 'The ragged trousered philanthropists' by Robert Tressel, 'Everything Else Has Gone Wrong' by Bombay Bicycle Club and 'A Beautiful Day in the Neighbourhood' . This is all part of #teacher5aday #notice.
Next week - Chris Moyse
This weeks special edition is presented by the Chief Executive of (our friends and podcast partners) The Teacher Development Trust, David Weston.
David is in conversation with Jack Worth, Jack is an education economist at the NFER. Jack is the School Workforce Lead and is researching how to improve teacher recruitment, retention and development. David and Jack are discussing NFER’s new research on teacher autonomy, developed in partnership with the Teacher Development Trust (TDT), which will be released on Wednesday, 29 January 2020.
You can find it here:
Next week Tom Rogers
This week I am joined by Sam Strickland, Principal of The Duston School . Sam describes himself as:Principal, martial artist, historian, believer in knowledge. Organiser of ResearchED Northampton.
In this weeks podcast we chat about Sam's new book 'Education exposed' . The book is described as:
The ultimate guide to understanding how a school can be led, managed and run, written by an author with extensive experience, and drawing heavily on research around knowledge-based curricula.
Clearly and honestly stating the challenges of leading a school, Samuel Strickland focuses on approaches to the curriculum, teaching and learning, teacher workload, behavior, staff morale, leadership and Ofsted.
The book is designed to serve as a dip in and dip out guide to a wide array of varying aspects of whole-school life, though it can be read in one full sitting, and the author is not afraid to challenge some of the suggested norms that educators are expected to accept as a profession or to consider how things can potentially be otherwise done.
Each chapter is self-contained, providing a short and sharp insight into a specific aspect of school improvement. The book is divided into five sections, with each section taking a major driver for school improvement. Section 1 focuses on leadership, Section 2 on behaviour, Section 3 on the curriculum, Section 4 on teaching and Section 5 on workload and professional development.
This was the first ever, unscripted natter with Sam more than happy to answer any questions I had!
This week, I revisit the seminal 'The Road to Wigan Pier' by George Orwell. I recommend More.Again.Forever by The Courteeners and in film we look at 1917.
PS EDIT Lowborn is by Kerry Hudson, Kerry Ellis is a singer .......apologies!
There is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions.... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track.
Boys Don’t Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book:
offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens
highlights key areas of pastoral care that need to be recognised by schools
exposes how popular approaches to "engaging" boys are actually misguided and damaging
details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys’ perceptions of masculinity and how teachers can challenge these.
With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls.
Gentle introduction- tell listeners a bit about you and your career to date .
Tell us about the genesis of this book and how it started with you blog ‘balance for boys’
In chapter 2 on disadvantaged students , could you start with your definition of disadvantaged students then tell listeners why you feel our education system is ventured on middle class values?
What solutions do you offer for school leaders and teachers particularly around setting?
In the final thought of the chapter , you say the main thing holding back working class students is attitude. What do you mean by this?
In chapter 4 on mental health , you set up the chapter with an insight into how Romeo and Juliet is about male mental health, how do you link this to 21st century Britain?
Could you outline some of the key research on suicide , anger and self-harm What advice would you offer to school leaders ?
In chapter 6 on sex and sexism , the stories at the start of the chapter paint a depressing picture about the harassment that female teachers face daily , what does the research say in the area of sex and sexism?
Why does there need to be absolute clarity for school leaders on the issue of sexism and sexist behaviour?
In chapter 8 on violence tell us the story about the remnants of a half-eaten kebab. What is the testosterone fairy tale and why is testosterone such a complicated beast?
Again what advice do you give to school leaders and teachers?
In the last chapter ‘what next’ , You tell readers that years of gender socialisation cannot be undone by reading your book but we have all made a positive change by picking up the book . What next then for school leaders and NQTs?
Finish off by telling us where we can find out more about you and where you will be speaking next .
Podcast pedagogy is featuring Sarah Mullin's excellent 'What they didnt teach me on my PGCE"
Matthew Evans is a headteacher, author and blogger.
Leaders With Substance: An Antidote to Leadership Genericism in Schools is available now on Amazon.
Follow @head_teach on Twitter.
Gentle introduction- tell us about your journey to this point and how you came to write this book .
As you say at the start , despite the millions of words written on the subject , is leadership even a thing?
What remains of leadership and where does that leave this book?
Does a belief in generic (hollow) leadership skills serve as a false set of expertise?
Do we need need clever leaders and how robust is the evidence in this area ?
In the chapter on transient turnarounds , you outline some questions that leaders should be asking teachers right now ? Could you share some of this?
How do we lead best in distracting times ?
In chapter 7 what do you mean by curricular genericism? How do we leave genericism behind?
Are schools led by experts? Should they be?
In portraying purpose you talk about vision citing martin Luther king . Tell us about the good and bad of vision
Outline what you mean by scripts and cultural memes . I was particularly struck by the deputy and the nqt in the car park .
How important is the duning-kruger effect in leadership?
How do we develop the next generation of leaders ? What skills should leadership programs develop?
In the indicators of change chapter why should school leaders have their finger on the pulse and not the trigger .
Could you tell listeners where they can find out more about you and where you will be speaking next ?
Leadership literature is drowning in abstract theories and models of heroic leadership, but an agreed definition of the term is elusive. School leadership suffers from this lack of clarity and consensus. Generic approaches to school improvement dominate the sector, which have left the workforce feeling anything but 'well led'. What exactly should school leaders know and do? How do we put 'substance' back into school leadership?
This book draws on research evidence to explore the specific things that expert leaders know and do, arguing for a notion of school leadership rooted in the realities of leaders' daily experiences. It presents a case for how school leaders can develop their expertise and, in doing so, places domain-specific knowledge at the heart of school improvement efforts.
Leaders With Substance is not a handbook. It sets out to change the way we think of leadership and school improvement. It is both a critique, a manifesto, and a call to arms.
Lowborn- Kerry Hudson and so much more this week!
Bethan and Polly talk about pedagogical coaching.
Welcome to the first Naylor's Natter of 2020. This is also our 1 year anniversary so a great opportunity to thank those of you that have been on the journey since 4th January 2019 and to welcome those of you new to the podcast.
This weeks sees the introduction of our new format to sustain the podcast moving forwards. We will still have the excellent valued input from the team at TDT to kick off the show each week (once they are back in the office) . This will be followed up with our main interview which will be presented by me or our team of presenters , including Kathryn Morgan, Emma Turner (TBC) and members of team TDT (David,Maria,Bethan, Ian or Michelle) . This will increase our capacity, diversify our interviews and interviewees and hopefully make this even more interesting for you the listeners.
I will be continuing with the podcast pedagogy section and I still very much welcome listeners reflections on what you are reading this year . So if your New Years resolution is to read more , why not share this with a community of supportive educators? There is a button on the anchor app to send this directly . Alternatively , why not email firstname.lastname@example.org or via the website:
Kathryn Morgan makes her debut , interviewing Vivienne Porritt on a range of topics from #womenEd and #10%braver to leadership and the importance of professional learning and development.
I discuss my takeaways and questions from the marvellous Leaders with Substance from Matthew Evans who will be a guest on the podcast very soon
BrewEd Science 28th March
BrewEd Ossy 1st February
rED Birmingham March ***sold out***
rED Blackpool March ***sold out***
I am also taking bookings to speak at conferences for 2020 so please get in touch via the website listed above
This week I am in conversation with Director of Teaching School partnerships at the Alliance for Learning Lisa Fathers. Lisa has taught English and Drama for a number of years in several schools and was a middle leader, senior leader and Deputy Headteacher then Associate Headteacher.
In this wide ranging interview , we talk about my favourite subjects namely professional learning and culture . We also have a a natter about the huge importance of mental health and Lisa's work in this area.
We also discuss the importance of School to School support , the use of SLE's and of course Alliance for Learning's links with Research Schools and the use of evidence in their work.
At the end of the podcast Lisa turns the tables on me and we finally present our big reveal! Stay tuned.
1. Tell me career journey to date
2.How important was creating professional learning culture when you were deputy head
3.Tell us about mentally healthy schools Pilot
4. How important was collaboration to this programme?
5. How does school to school support work fit into the teaching school work ? 5B and what about SLEs? 5c and what about deploying SLEs
6. What experience of research work have you had etc?
7. Finally - why are you so passionate about PE when you are an English teacher ?
SSA Teach Meet, rED Brum and Blackpool . We also give a very early plug for 'Insights from 2 men in a cupboard' , our new book coming 2020!
Also plug for https://www.eventbrite.co.uk/e/brewedscience-liverpool-tickets-86610457209 #BrewEdScience
Happy New Year!
This week I am in conversation with Mary Myatt on her book Curriculum- From Gallimaufry to coherence
Mary Myatt is an education adviser, writer and speaker. She works in schools talking to pupils, teachers and leaders about learning, leadership and the curriculum. She maintains that there are no quick fixes and that great outcomes for pupils are not achieved through tick boxes. She writes and speaks at conferences about leadership, curriculum and school improvement.
'Mary Myatt combines encyclopedic knowledge of schools with crystal-clear description of curriculum principles – a must-read for all those involved in improving education.
Globally, new attention is being given to curriculum principles and curriculum practice. Mary Myatt’s book is major contribution to this debate. Few books range so effectively across curriculum theory and day-to-day practice in the classroom – Mary Myatt does this with huge authority and extreme clarity.'
Tim Oates CBE, Group Director of ARD, (Assessment Research and Development)
‘This book weaves together theory, research, policy, and practice to provide educators at every stage of their career a practical guide to coherent curriculum design. Chapters divided by subject and strategy make it easy to keep coming back to, whilst Mary’s humorous and intelligent prose make it a pleasure to read.’
Claire Hill, Head of English and Media Studies, Dover Grammar School for Girls
‘This book has been invaluable and really balances theory, critical argument and practical applications for how we can achieve this in our curriculum planning and subject CPD.’
Aja Cortizo, Professional development Team Lead, Glyn School
‘This is exactly what I needed to read before the team goes to rewrite the curriculum this term. It is definitely a must read to completely rethink the curriculum because it covers all aspects to truly ensure ‘high challenge and low threat’ across all subjects. I’m so excited about redesigning the teaching and learning to ensure children are engaged and inspired.’
Flora Barton, Headteacher, Crowmarsh Gifford CE Primary School
Teacher Development Trust Section
This week Bethan is in conversation following TDT's work with Ignite TSA .
Podcast Pedagogy Section
Matthew Evans talks to you, the listeners about his new book ahead of a full podcast in the New Year.
Leadership is an ill-defined domain, drowning in abstract theories and models of expertise. School leadership suffers from this lack of a satisfactory and useful definition of leadership, and has of late been drawn in to generic approaches to school improvement which have left the workforce feeling anything but `well led'. How do we put `substance' back in to school leadership? This book draws on the lessons of cognitive science and explores the specific things that school leaders do, arguing for a notion of school leadership rooted in the realities of leaders' daily experiences. It presents a case for how school leaders can develop their expertise and, in doing so, places domain-specific knowledge at the heart of school improvement efforts.
Publisher: John Catt Educational Ltd
I countdown the top 10 Naylor's Natter's of 2019 with a homage to Top of the Pops