After the Bell

In the first half of this series, we have explored strategies that can be used to support all students with SEND. In the second half of the series, we are considering more specific needs, exploring key information that all staff in schools should be aware of, and considering what we can do to help students with dyscalculia. Of course, all students are individuals and their needs will differ, but this podcast will be a starting point for us to consider our provision.

Although excellent classroom practice is fundamental in supporting students with SEND to make great progress; this alone isn’t enough. On top of excellent teaching day-in, day-out, some students with SEND will need more targeted and specialist support. This podcast considers what strong and effective targeted provision looks like, and considers how we can best with work with others professionals such as speech and language therapists and physiotherapists.

In the first half of this series, we have explored strategies that can be used to support all students with SEND. As we move into the second half of the series, we will now consider more specific needs, exploring key information that all staff in schools should be aware of, and considering what we can do to help students with dyslexia. Of course, all students are individuals and their needs will differ, but this podcast will be a starting point for us to consider our provision.

What does research tell us are our ‘best bets’ for classroom practice to support students with SEND? This podcast explores strategies that can be adopted across a school, or in individual classrooms that will support students with SEND to make excellent progress. We consider key approaches that teachers can implement that will not only support students with SEND, but will help all learners in the classroom to thrive.

The SEND Code of Practice describes 4 broad areas of need: cognition and learning; communication and interaction; social, emotional and mental health; and sensory and physical needs. In reality though, many students will not neatly fit into one of these categories: their needs may fall across different categories, and even within a category, their needs will be individual. This podcast explores how we can really get to know our students so that our provision becomes tailored to their specific needs.

Year on year, the number of students identified as having Special Educational Needs and Disabilities is increasing and is currently around 15% of the overall school population. Nationally, outcomes for students with SEND are concerningly low, with the performance gap at the end of Y11 increasing over a number of years. It isn’t just academic outcomes that a concern though: research shows that the wellbeing of students with SEN are worrying, with these learners likely to be less happy and also less likely to progress on to further education or employment that students without SEND. It is therefore crucial that whatever our role is in education, we take proactive steps to support students with SEND to thrive. In our last series, we specifically looked at how TAs can be deployed to have the biggest impact on students with SEND. In this series, our focus remains on supporting students with SEND but through a broader lens, considering the ways we can all help.

Schools often describe themselves as ‘inclusive’ but what does this really mean, and what does it look like when schools get this right? In this podcast, we explore the culture and practices that need to be in place for all students, including those with SEND, to feel safe, secure and be able to thrive academically, personally and socially.

SEND in schools is a complex topic, governed by many legal frameworks, policies, legislation and practices. Hopefully, this podcast will help to summarise some of the key language used in this field, considers why outcomes for students with SEND may differ and considers key myths about SEND that as educators, we should be aware of.

In March 2022, the Government published its SEND Green Paper, outlining changes it proposes to make to the future of SEND support. This podcast explores the challenges that the Green Paper identifies, its recommendations for change and allows us an opportunity to reflect on how support for students with SEND may change in the coming years.

There is a clear body of research considering strategies and approaches that allow Teaching Assistants to have the biggest possible impact in their role. This podcast explores practical steps that schools can take to engage with this research, and change their approach to embrace these recommendations.

For too many years, CPD in schools has focussed almost exclusively on teachers. There is a growing acknowledgement that if we are to build truly great schools, we need to invest in the entire workforce. This podcast considers what a strong and effective CPD programme looks like that invests in, and develops, Teaching Assistant to thrive in their careers.

Increasingly, TAs are being used to deliver specific interventions and other out-of-class support to students. These interventions are only likely to work if the interventions selected are underpinned by research demonstrating their quality, if the implementation is carefully planned and if TAs are trained and supported to deliver them to a high standard. This podcast explores how TAs can achieve success in this aspect of their role.

In this series so far, we have looked at the SEND Code of Practice and also considered how schools are currently deploying TAs, as well as looking at the impact this can have. In this episode, we will review the evidence for how TAs can have the maximum impact when providing in-class support. We know that when this is done well, with planning and a clear strategy, it can support vulnerable students to make progress. This podcast explores what how this can be achieved, so that TAs have the biggest impact possible on the learning of the students they are supporting.

The massive growth in the number of TAs in schools has been driven by concerns about teacher workload, and because of a commitment to inclusive practice, supporting students with SEND to stay in mainstream schools where possible. This podcast considers how TAs are used in schools, and what research tells us the impact of their work is.

Since the year 2000, the number of TAs working in schools has more than trebled from 79,000 to more than 243,700. They now make up about a quarter of the full workforce in schools, with schools spending £4.4 billion pounds each year on TAs. With this level of spending, and the fact TAs are often working with the most vulnerable students in schools, it is crucial that all TAs are highly trained and deployed well by leaders to allow them to have the biggest impact possible in their role. In this Podcast series, our host Georgie McIntyre, explores some of the legal frameworks regarding SEND, considers what EEF research tells us about how TAs can support learning and considers how proposed changes to SEND nationally may affect this.

The SEND Code of Practice is statutory guidance for any organisation that works with children with special educational needs and disabilities. The current version of the Code was introduced in 2015, and covers almost 300 pages of crucial information. This podcast helps to summarise some of the fundamental guidance covered in the Code, supporting Teaching Assistants to have a good understanding of the legal frameworks and good practice that underpins their work.

Behaviour management is a persistently challenging aspect of teaching. Yet, if we strive to develop a positive, safe learning environment; embed consistent routines; build trusting relationships and motivate students, we can transform our classrooms. This podcast explores how to do this, and considers how some of these challenges can be overcome.

Both formative and summative assessment are important aspects of a teacher’s work. If not carefully managed though, it can take time away from learning as opposed to contributing to it, and marking and feedback can become a burden, destroying work-life balance. This podcast explores what strong practices look like for formative and summative assessment, and how marking and feedback can be completed to a high standard in a manageable way.

Adaptive teaching is about acknowledging that all students learn at different rates, and require different amount of support. Managing this, whilst also maintaining high expectations for all students, is a real challenge. This podcast explores how teachers can teach in a responsive way, supporting all students to make excellent progress including those with SEND and low prior attainers.

We all have our own style and persona in the classroom, but there is a clear research base about which aspects of teaching combine to make an effective lesson, or series of lessons. This podcast explores a wide range of pedagogical approaches to planning and delivering highly effective lessons, including modelling, scaffolding, high quality explanations, metacognition, classroom talk and homework.

Even if we have studied our subject at degree level, our studies are likely to have been very specialised in great depth, on a narrow aspect of the curriculum. Whilst many teachers love their subject, this does not necessarily translate into a strong knowledge of all aspects of the curriculum across the key stages. This is even more of a challenge for teachers in primary schools who need to master the subject knowledge of multiple disciplines. This podcast explores the importance of subject and curriculum knowledge, and considers how we can always strive to enhance our confidence with this.

It is only in the last few years that many educational researchers have really engaged with cognitive science, but it is now very clear that an understanding of the brain and how learning happens is essential for teachers.  This podcast looks at what cognitive science tells us about long term memory, and how we can maximise the information students can store and retrieve from it.

As a teacher, our students’ behaviour and progress is influenced by what our expectations of them are. We are role models and communicating our expectations is crucial in influencing students to behave well, make academic progress and generally have a higher level of wellbeing. This podcast explores what high expectations in the classroom looks like and considers strategies that we can use to embed these in our practice.

NQTs have always had mentors, but the role of mentoring is really emphasised in the ECF, with schools receiving funding for reduced timetables for mentors of ECTs across their 2-year induction. What’s clear though, is that ECTs don’t just need mentors, they need great mentors. This podcast explores the requirements of mentors in the ECF, and what the research suggests makes really effective mentors have the greatest possible impact on teacher development.

Launched nationally in 2021 after a regional pilot, the Early Career Framework represents a significant change in support and induction programme for teachers following their ITT. It forms a key part of the Government’s teacher recruitment and retention strategy, aiming to ensure all teachers are provided with high quality training opportunities throughout their career. In this Podcast series, our host Georgie McIntyre, explores the ECF, the research underpinning it and considers the practical implications for early career teachers and their mentors.

For years, teacher induction in England has changed very little. The acronym ‘NQT’ was universally understood, and the induction period lasted for 12 months after an ITT course. All of this changed with the introduction of the ECF – ‘Newly Qualified Teachers’ were replaced with ‘Early Career Teachers’ and their support package changed drastically, being extended to 2 years. This podcast explores the key aspects of the ECF, where it came from and the research that underpins in.

Tutoring is an incredibly rewarding role however it can sometimes feel a little isolating, how can you ensure you are in the best position to support your students? The challenges are well documented with education being a funny world but equally significantly rewarding. Although there has been a real shift in a focus on wellbeing it is still in its infancy.

We are joined by Rebecca Cracknell, a Connex Education Partnership tutor and Lorna Bradford our Head of Quality Assurance and Impact. We discuss the support available to make sure, as a tutor, you prioritise your wellbeing as well, to be the best you can when you show up for students.

We are often asked whether tutoring is a career and a viable option for teachers or Teaching Assistants. We are joined by Rebecca Cracknell one of our tutors and also Lorna Bradford our Head of Quality Assurance and Impact. Lorna’s role involves supporting our tutors during their onboarding and development and also ensuring quality of the tutoring given to our pupils. We find out what a typical career in tutoring looks like, discuss recent shifts in the perception of tutoring as a profession and share advice for someone considering a career in the industry

In today’s episode, we continue with tutor series which focuses on supporting new and aspirational tutors. Rebecca Cracknell, whilst an established tutor also has written a number of courses for Thirsty Scholars to support new and existing tutors.

Tutoring support can come in many forms, one of which is tutoring online, and become more popular since the pandemic. Rebecca discusses her experiences of tutoring online, the benefits and the key factors to ensure these are effective sessions. 

In today’s episode, continue with tutor series which focuses on supporting new and aspirational tutors. Rebecca Cracknell, whilst an established tutor also has written a number of courses for Thirsty Scholars to support new and existing tutors.

One of the most common questions we hear on talking to our Connex Education tutors Is how they can support pupils to reengage back into education, Rebecca discusses her experiences with reengagement back into education.

Autism is a lifelong disability which affects how people communicate and interact with the world.

1 in 100 people are autistic and just 22% of autistic people are in employment. Over the next few months we will be focusing and providing free support and resources to help our teacher, tutor and wider community have better insights for our autistic community.

To highlight and support our autistic community we have appointed a brand Ambassador Cameron Douglas, who has been working as an SEN Teaching Assistant in Swansea for around 5 years. Cameron works specifically with infant children who have autism. Cameron shares his experiences and how he became a SEND Teaching Assistant

As an educator and school leader, you need to be able to step back and see the bigger picture. Educators, teachers and tutors are busy people and it’s easy to get caught up in operational tasks. This podcast explores why stepping back and being able to see the whole picture is important in terms of determining strategy.

As an educator and school leader, being optimistic is an excellent habit to develop. Keeping your glass half full is important in terms of keeping morale high and building a strong sense of belief that individually and collectively, your team can make a difference. This podcast explores why educators and school leaders need to develop a healthy sense of optimism and adopt a positive approach.

Making decisions and more importantly, making the right decision is a challenge for educators and school leaders. Whether you are making big decision or small decisions, the impact of your decisions can be huge. This podcast will consider some of the challenges educators and leaders face when making decisions and explore some habits that support effective decision making.

Effective educators and leaders know that they don’t have all the answers, they ask powerful questions to find out more and dig a little deeper.  Drawing on the work of Michael Bungay Stanier and Simon Sinek, this podcast explores why it is valuable for educators and school leaders to ask questions, keep an open mind and stay curious a little bit longer.

At some point in our lives or career, we procrastinate and putting things off. Sometimes, this can be because the end feels too far off, or because the tasks we need to complete are so big they feel overwhelming. This podcast focuses on the benefits of being proactive, taking the initiative and getting started with things for school leaders and educators

School positive educational is busy and prioritising can be a real challenge, often educators can end up juggling or be distracted. Covey identifies ‘keeping the main thing the main thing’ as one of ‘The 7 Habits of Highly Effective People’. This podcast explores how educaors and school leaders can prioritise effectively and stay focused on the things that really matter.

In school, time often feels like the enemy-there is never enough. Often, educators do things themselves instead of prioritising because it is faster, or because it will get done properly. At other times, we don’t separate the important tasks from the mundane and can get bogged down. This podcast looks at strategies and approaches that can help you to make time your friend.

We return to our Eduhabits series and this is podcast three of the series focusing on how to keep your tank full and the importance. 

As an educators, when we hear the well-being, we often think it refers to other people and spend time looking after the well-being of others. However, keeping your own tank full is important so that you keep your engine running smoothly. This podcast considers how educators can make sure that they look after their own well-being and model best practice for others.

After the Bell return to explore the habits that positive educators need to develop in order to thrive and achieve success. We explore the habits that educators or “Eduhabits” need to develop to thrive and achieve success. Educators listen but the extent to which they listen with intent and listen to understand varies. Making time to listen to people and being genuinely interested in what can have a significant impact. When educators don’t listen, it results in frustration, negatively and conflict.  This podcast unpacks what great listening looks like and why it matters more than ever in your schools and when teaching and leading.

Stephen Covey’s 7 ‘Habits of Highly Effective People’ was first published in 1989. More than 30 years later, our interest in positive educational habits remains high with the publication of books such as ‘Atomic Habits’ by James Clear. In this podcast series, our host, Georgie McIntyre, explores the habits that positive educators need to develop in order to thrive and achieve success.

Walking the talk

Whether it’s meeting deadlines or making sure you do your break duty, ‘walking the talk’ as an educator it is essential. In lots of respects, it’s the little things that people notice, and ‘walking the talk’ helps educators model the values and behaviours that set the tone and create a positive culture. This podcast explores what ‘walking the talk’ looks like when it is most effective within an educational environment

We are joined again by Jon Bull, CEO, and founder of The Dog, Duck and Cat Trust who provides stories and resources for schools and parents to help support their children to learn about staying safe, in a way that is fun and age a, in their day to day lives and in their local community. DDC have been working closely with partners including West Midlands Police to support a new project focusing on young people’s education around Equality, Responsibility and friendship referred to as the ERF Project. 

Since March 2020, thousands of young people have shared their experiences of sexual harassment via the 'Everyone's Invited' project. This was an online platform where young people described growing up in a world of online and offline harassment. This has meant that organisations, including the Government and Ofsted, have been working together to bring about much needed change.

Ofsted's review of sexual abuse in schools and colleges revealed how prevalent sexual harassment and online sexual abuse is for children and young people in education settings, particularly for girls and young women. In fact, the review concluded that the issues are so widespread that they need to be addressed by all schools, regardless of what type, phase or age of pupils.

The Equality, Responsibility and Friendship (ERF) project was developed as a response to some of these issues, and in order to help primary schools to address related themes with pupils in an age-appropriate way via the curriculum. You can find out more https://www.dogduckandcat.co.uk/

Is child safeguarding child's play? In this week's episode of After the Bell, we are joined by Jon Bull, the CEO and founder of The Dog, Duck, and Cat Trust. DDC is a charity founded six years ago to provide stories, support, and resources for schools and parents to help support their children to learn about staying safe. The stories and resources are designed in a way that is fun and age-appropriate, in their day-to-day lives and in their local community. Designed for the Key Stage 1 and 2 ages Jon's stories are engaging, animated with important messaging around key themes such as substance abuse, bullying, and harm. These subjects can be quite hard to talk about, we discuss when is the right time to have these discussions with our young people? Jon shares with us how the charity was founded and the adventures of Dog, Duck, and Cat.

Emerging trends in education for 2022. Joined by Lorna Bradford, Andy Bridge and Helen Morgan with the anticipated white paper due for publication in May, the first since 2016, we discuss what this means for the education arena. We talk about the whole student focus and how important wellbeing is more than ever, and also how we can continue to keep learning coherent, whilst focusing on priorities.

Our final podcast for the year and series 1 of After the Bell. Joined by Helen, Andy and Lorna, we reflect on the education year of 2021 and what a year it has been!!!! A year which has required teachers to be educators, supporters, mentors, counsellors, allies, not to mention IT experts with a toolkit of flexible project management skills. We will delve deeper on our reflections, celebrate our education community heroes and discuss how they have been then glue for community cohesion. Lorna shares some insprational stories of our education lockdown heroes as judge for The Pearson Teacher of the Year Awards

In this podcast we focus on the final step of Rosenshine's principles of instruction - Weekly and Monthly review. Joined by Helen Morgan, Andy Bridge and our very own Lorna Brandford, Head of Quality Assurance and Impact, we unpack the mportance for students to undergo a form of “cognitive apprenticeship” so students learn their own cognitive strategies. 

In this weeks episode we return to Rosenshine's Principles of Instruction and focus in on Step nine which is Independent Practice. We talk about the importance of creating the right conditions int he classroom for this to happen effectively. Ensuring our students feel safe and valued, Independent Practice takes careful planning and preparation to ensure student buy-in. We also get to talk about Masterchef, riding a bike and Strictly Come Dancing a real masterclass this week! 

In today’s episode, we return to our series supporting new and aspirational tutors and are joined by Rebecca Cracknell, who is an established tutor and who has written a number of courses for Thirsty Scholars to support new and existing tutors.

Previously we chatted through getting started as a tutor, day-to-day working, and the importance of planning and preparing tutoring sessions. Today we focus on some top tips and tools for any tutors who are listening. We discuss what an essential tutor toolkit should look like for face-to-face or virtual sessions, and recommendations around tools to support.

We are delighted to have Rebecca Cracknell, one of our tutor experts and course writers, back this week to talk about tutoring. Rebecca shares how she focuses on session planning and the difference between tutor and teaching sessions. 

This series aims to support new and aspirational tutors, motivating and inspiring our learners can be tough at times so today we ask Rebecca how she plans her sessions as a tutor. We ask Rebecca how important clear aims and objectives are and she shares her recommendations for engaging activities. 

Working as a tutor can often feel quite isolated, in this week's episode Rebecca Cracknell, one of our expert tutors and course writers shares her experiences around the realities of working as a tutor. We chat about what her typical week looks like, what support networks she taps into, any challenges, and her most rewarding tutoring story. 

In today’s episode, we meet with one of our expert tutors as part of our tutor series which focuses on supporting new and aspirational tutors. Rebecca Cracknell, whilst an established tutor also has written a number of courses for Thirsty Scholars to support new and existing tutors.

Rebecca shares what it is like to start as a tutor, how she started her tutor journey, how she balances tutoring and home life. We also hear where Rebecca turned for support and her most rewarding tuition story. 

In this podcast we focus on Rosenshine's Principles of instruction and Step 8 - providing scaffolds for difficult tasks. Helen Morgan and Andy Bridge join us to discuss how important it is for learners to experience "cognitive apprenticeship". They learn how to become an expert thinker with learner skills and the importance as a teacher of knowing when to remove the learning frameworks or scaffolding to allow them to apply their learning themselves.