Every day, women and girls around the world face violence—in their homes, communities, schools, and increasingly, online. The digital age has brought unparalleled opportunities for connection and learning, but it has also opened new doors to harm. Social media platforms, in particular, amplify misogyny, harassment, and abuse, normalising harmful behaviours and creating environments where young people—especially girls—are targeted.

This isn’t just a societal issue; it’s one that deeply affects our schools. The 2021 Ofsted review of sexual harassment and violence revealed a grim reality: sexual harassment, sexism, and online abuse are so commonplace for many young people that they see no point in reporting them. 90% of girls and nearly 50% of boys reported receiving explicit material they didn’t want, and 92% of girls reported hearing sexist remarks regularly.

As educators, we find ourselves at a crossroads. We can continue to address these issues reactively, or can we lead the way in creating a culture that empowers young people to challenge harmful behaviours—both online and offline. Schools have a unique and powerful role to play in equipping students with the tools, values, and confidence to navigate their world safely and respectfully.

The challenge of social media and violence

The rise of digital platforms has created a fast-changing landscape where abuse is often anonymous, pervasive, and hard to address. Social media normalises harmful language, spreads abusive content, and allows perpetrators to target victims with ease. While this affects all young people, the impact is disproportionately felt by girls and women.

Online abuse takes many forms: cyberstalking, trolling, body shaming, and the non-consensual sharing of intimate images. Emerging technologies, such as deepfakes, create further risks. These behaviours are not just harmful in the moment—they contribute to a wider culture that dehumanises women and reinforces inequality.

To tackle this, schools must address both the real-world and online environments their students inhabit. By embedding high-quality RSHE (Relationships, Sex, and Health Education) and digital literacy into the curriculum, schools can give young people the skills they need to thrive in both spaces.

What schools can do: creating a culture of respect and safety

Schools have the power to shape a generation that rejects violence and abuse. This requires a proactive, whole-school approach that goes beyond compliance and fosters meaningful change.

1. The role of RSHE in building respectful relationships

At the heart of RSHE is a commitment to teaching young people the values of mutual respect, consent, and equality. These lessons lay the foundation for healthy, respectful relationships both in person and online.

• Consent: Help students understand boundaries and the legal framework around consent.
• Equality: Challenge gender stereotypes and celebrate diversity.
• Communication: Equip students to express themselves clearly and respectfully, while knowing how to seek support.

2. Digital literacy for navigating online spaces

Digital literacy is essential in addressing the challenges of social media and online abuse. It goes beyond technical skills to develop critical thinking and safety strategies.

• Spotting abuse: Help students recognise harmful behaviours like trolling, misogyny, and cyberstalking.
• Protecting privacy: Teach strategies for managing privacy settings and safeguarding personal information.
• Promoting respect: Encourage positive, respectful interactions online.
• Seeking support: Ensure students know how to access help when needed, supported by clear school policies and signposts.

3. A whole-school approach to lasting change

Creating a culture of safety and respect requires commitment across the school community. This involves:

• Developing clear, robust policies to address and prevent harassment and abuse.
• Implementing effective reporting systems to support victims and hold perpetrators accountable.
• Introducing bystander intervention programmes to empower staff and students to challenge harmful behaviours safely.
• Engaging boys and men in conversations about equality, respect, and allyship to tackle harmful stereotypes.

Reflection and support for schools

Education has the power to transform cultures. By embedding RSHE and digital literacy, schools can instil values of respect and equality, empowering students to navigate complex social and digital landscapes safely. These efforts don’t just prevent harm—they foster empathy, resilience, and a commitment to fairness that young people carry into adulthood.

Creating these cultures is not without its challenges. Discussions about online harm, misogyny, and gender-based violence can be complex and sensitive. However, schools are not alone in this journey. A wealth of resources, guidance, and support is available to help schools navigate these issues effectively. HFL Education offers expert advice, training, and tools alongside a range of trusted resources from organisations such as the National Education Union (NEU), CEOP, and the PSHE Association. Together, these resources can empower schools to deliver impactful RSHE and digital literacy programmes, creating environments where all students feel valued, safe, and respected.

Let’s make #NoExcuse more than a theme—let’s make it a reality. Together, we can shape a safer, more respectful future for all.

Further resources and support:

If you're looking for additional guidance and tools to support your school’s work in addressing violence against women and girls (VAWG), the following resources may be helpful:

• National Education Union (NEU) toolkit
   A comprehensive toolkit with resources to help schools tackle misogyny, sexual harassment, and gender-based violence.
   Visit the NEU website for more information.
• Thames Valley Police and PSHE Association Partnership resources
   Practical resources to support schools in delivering lessons on respect, healthy relationships, and online safety.
   Access the Thames Valley Police and PSHE Association Partnership resources.
• CEOP (Child Exploitation and Online Protection Command) resources
  Educational guidance on tackling sextortion, online grooming, and other forms of digital abuse.
  Access the latest CEOP notification for educators
• NPCC (National Police Chiefs’ Council) statement on VAWG
  Reports and guidance on addressing online harassment, cyberstalking, and other forms of digital violence.
  Read the NPCC statement on VAWG
• Department for Education (DfE) RSHE framework
  Statutory guidance for schools on delivering high-quality Relationships, Sex, and Health Education.
  Access the DfE framework
• Sexual Abuse Toolkit (HFL - The Grid)
  Resource links for staff and wider stakeholders including details of training opportunities delivered by our RSHE Lead Adviser.
  Access the toolkit
• Support from HFL Education
  Tailored advice, training, and resources for schools implementing RSHE, VAWG education and digital literacy programmes. For more information or to discuss your school’s needs, contact Tracey Harper, RSHE Lead Adviser, at tracey.harper@hfleducation.org. 
  Service details from HF Education

Upcoming in person training opportunities

SEND inclusive RSHE Developing pupil agency (27th March 2025)

PSHE/RSHE Developing Confident Leaders (20th March 2025)

One of the most enduring HFL Primary Maths blogs, which I continue to recommend almost six years after publication, is Siobhan King’s ‘Year 1 can’t record, can they?’ 

Having had the pleasure and privilege of diving into lots of Key Stage 1 (KS1) books this term, this new blog continues the sharing of great ‘real’ examples and experiences of teachers on their quest for effective and manageable self-recording for KS1 children.

Developing recording alongside concrete resources

First and foremost, the teaching and learning of maths should involve hands-on manipulation, be centred around high quality talk and be grounded in real life experiences. 

Our first example is from October where Year 1 children at Mary Exton Primary School had been exploring flexible regrouping.
 

Children used nine cubes and a large, blank, part-whole model to explore regrouping the whole into different parts.

This recording frame was provided alongside the cubes and larger model to support children to record each regroup they found.

Whilst some pupils may be ready to translate directly from physical models to recording in the abstract with numbers, others may benefit from making the initial connection by drawing objects in part-whole models.

The development of pictorial representation has previously been explored by Gill Shearsby-Fox, who asked, “What do we mean by ‘pictorial’ in the CPA approach?”

Taking the plunge and opening up opportunities

One of my favourite moments of this academic year so far was when a teacher who had been tasked with increasing opportunities for Year 1 children to regularly self-record their maths, exclaimed, “I’ve taken the plunge!”

Progress in books was evident and pupil (and teacher) confidence had grown. 

Here, the teacher had selected this question from the ESSENTIALMATHS Rehearsal and Reasoning sheets as a scaffold for recording alongside practical exploration with concrete resources.

The two pre-drawn part-whole models got the children started and provided an example of how they could record their thinking.

Blank space gave children the opportunity to demonstrate understanding of the concept independently, outside of the scaffold provided.

In this case, the child was able to use the original structure and take it a step further, beyond three parts.

Number formation

One thing I’m often asked is, “Does it matter about the formation of the numerals?” I would say yes… and no.

In the same way we wouldn’t want to critique the handwriting of every piece of English writing, overfocusing on numeral formation can distract from the mathematical focus of the learning.

Do we want to model correct formation, provide aids for the pupil to refer to and see an improvement over time? Yes!

A quick prompt or reminder may be enough for some pupils. Others may need support and intervention at a separate time to work on number formation and/or fine motor skills, as some children do with handwriting.

Model, model, model

The principles of effective modelled writing used in English lessons can also be put to great use in maths whereby adults voice their thoughts and model the choices made as they put pen to paper.

In my previous classes, we talked about ‘brain paper’. I would try to show the children what was ‘in my brain’ and how I was going to use the paper to support my thinking and calculations.

Large-scale modelling on the whiteboard or on flipchart paper creates a worked example that’s clear for all pupils to see.

However, one child taught me a valuable lesson. When I asked why his drawings of base-10 equipment spanned the whole A4 page, he replied (quite rightly) that, “They are the same size as your ones”.

To translate between large-scale whole class models and appropriately sized representation for children in their books, a visualiser is a great tool.

Having your own maths book with the same layout as theirs and recording in it ‘live’ under the visualiser provides the opportunity to explicitly demonstrate your thinking, e.g., “Oh dear! I’ve drawn it so small I can’t use it to help me!” This can pre-empt common issues before they arise. 

Fading recording scaffolds

Do you have children in your class who can complete tasks with a scaffold but struggle when it is removed?

This is where gradual fading comes in.

A useful metaphor is that of scaffolding around a building being removed gradually once it has served its purpose and the structure can stand on its own.

This fading scaffold used with a Year 2 class, exemplifies how to quickly shift children from supported to independent recording in carefully designed small steps.

First, the pictorial model of coins in the place value chart is provided so children can use it to complete a part-whole model. By the third example, the template is provided but children need to draw the tens and ones. Crucially, children are then given time and space to create their own examples.

When providing scaffolded rehearsal, it is important to consider when children may need a faster or slower fade. Some pupils may move onto independent practice sooner and some may benefit from completing further scaffolded examples at each stage. 

Recording gaming

“We did a practical activity / played a game, but nothing went in the books, so it looks like we didn’t do anything”.

This is something I hear fairly frequently from teachers and leaders.

As a maths team, we value and promote the idea of children making jottings while playing games and during other practical activities, but not necessarily for the purpose of providing “proof” that it took place.

As well as giving the activity more status, it is also a great opportunity for formative assessment. Looking at children’s notes allows teachers to identify what children have understood and taken from a game, as well as highlighting any errors or misconceptions that might be difficult to keep up with during the gaming itself. 

Recording reasoning

It can feel challenging to get children in the early stages of learning to read and write to respond to mathematical questions.

These Year 2 children have responded in slightly different ways to the same destination question, each demonstrating their understanding of the concept.

Responses to questions don’t have to be in the form of written sentences. Drawings, labels, jottings and verbal responses scribed by an adult all allow children to articulate their thinking.

Exposing the structure of concepts

In the Year 2 books at Stonehill Primary in Letchworth, I was struck by the visual effect of colours used in different tasks to support children to spot patterns and notice connections. 

Here, the use of the coloured pencils supported pupils to see how the value of two-digit numbers is represented with tens and ones, so that ‘twenty-six’ is recorded as ‘26’ not ‘206’.

The examples below show coloured pencils being used to explore the result of adding odd and even numbers. Visually highlighting patterns in this way can support pupils on their journey to making generalisations.

Demonstrating depth of understanding

This Year 2 teacher has chosen to provide children with a modelled example of talk. This pupil has taken this example and translated it into one of their own, representing their thinking pictorially and in the abstract.

A scaffold could have been provided here but this child, given the time and space, has not only demonstrated understanding of the vocabulary used, but has also made a crucial, and independent, link to calculation.

Recording as a window into a child’s mathematical mind

The value in recording in maths books is truly seen when there’s a shift from…

“We need to get something in the books to prove we did X.”

to

“Working on self-recording allows pupils to benefit from demonstrating their understanding and helps me to pinpoint misconceptions. It informs what I teach next.”

Where recording is celebrated and seen as an invaluable tool by staff and pupils to aid and support teaching and learning, it is no longer seen a chore, or something to squeeze in at the end of the week to ‘tick a box’.

Is recording in KS1 a walk in the park? Not always! But it can provide a fascinating and useful window into a child’s mathematical mind and what they may need next.

Are you looking to enhance the way your primary school pupils learn and engage with mathematics? Our dedicated primary maths teaching and learning advisory team is here for you.

Oracy is a hot topic right now—and for good reason. Strong oracy skills are essential for the development of young thinkers, innovators, and communicators. As more educators and parents recognise its impact, oracy is slowly becoming recognised as a cornerstone of learning, helping children express themselves clearly, listen actively, and engage thoughtfully with others.

For early years and primary aged children, oracy education is especially crucial. It forms the foundation of their social and cognitive development, shaping the way they understand the world and interact with others. Through activities that encourage speaking and listening, children develop the confidence to structure their thoughts, share ideas, ask questions, and solve problems collaboratively. It also plays a powerful role in the development of writing. These skills aren't just academic—they play a significant role in building empathy, resilience, and self-awareness, which are key to personal and professional success. 

Oracy Education Commission: we need to talk

Released in October 2024, the Oracy Education Commission's report, ‘We need to talk’, underscores the urgent need to prioritise oracy as a foundational element of lifelong success. The Commission have developed a definition of oracy: 

‘Oracy is intrinsic to children’s early development, to the testing of thought, to social and emotional well-being, to confidence, agency and the ability to challenge or debate important issues in civil and constructive ways.’

The report advocates for integrating oracy across all subjects, from early childhood, through to higher education, ensuring that learners develop and apply communication skills to deepen their understanding and engage critically with their peers. Schools should implement an effective and engaging oracy curriculum, comprised of:

• Learning to talk, listen and communicate: develop and progress within well-designed subject curricula 
• Learning through talk, listening and communication: using dialogue to foster and deepen learning
• Learning about talk, listening and communication: building knowledge of spoken language in its many contexts 

Key recommendations:

1. Make oracy a core aspect of education from Early Years to Post-16.
2. Incorporate oracy into teacher training and development.
3. Promote evidence-based approaches to oracy and subject-specific associations.
4. Reflect the scope and value of oracy in assessment accountability. 

Implications for school leaders and teachers

The report explains that ‘the promise of oracy education is far reaching.’ Oracy has the power to build our self-image, self-esteem and self-efficacy. Negotiation, deliberation, empathy, persuasion and the ability to take turns in conversation are just a few of those skills that are beneficial for all aspects of our lives. Becoming skilled in oracy allows us to participate as critically engaged citizens, who can advocate for ourselves, but also challenge or find common ground – deeply valuable assets in a polarised world.

‘We Need to Talk’ recommends that we treat oracy as the fourth ‘R’ in schools, allowing time for children to grasp this foundational learning. Just as we would with reading, writing and arithmetic, the report suggests that some teacher development time should be dedicated to deepening teacher subject knowledge and pedagogy around oracy, including how we can best understand and support children with SEND or EAL, fostering a universal sense of belonging.

In schools, we must consider how we can provide opportunities for talk from the earliest stages of children’s education, as well as how to weave oracy through the curriculum, to enhance learning as part of an ambitious and well-rounded curriculum which prepares children for our modern world.

Ready to start your oracy journey?

Whether you want to dive into the full Oracy Education Commission report or listen to insightful conversations from the Oracy Commission podcast, there are plenty of resources available to support you over on the Oracy Education Commission website.

HFL Blogs offer up a breadth of reading on both ‘learning through talk’ and ‘learning to talk’. Take a browse of some of our back catalogue, such as:

• Nicky Murphy’s blog from earlier this year, exploring what the Ofsted English education subject report has to say about spoken language
• Jane Andrew’s blog which explores why we might teach oracy.

We at HFL Education also have a range of resources and training to support you on this important journey:

• Spoken language/oracy audit: our audit tool enables English subject leaders and senior leadership teams to assess the current oracy practices within their school.
• Spoken language progression document: these documents take the national curriculum spoken language statutory requirements and provide guidance on the progression of these skills from Years 1 to 6.
• Oracy: learning through talk: a full day of training to support you in developing an engaging, creative and progressive speaking and listening curriculum, where pupils learn to talk and learn effectively through talk.

Join us for the Primary English Conference: "Powerful Pedagogy – Say It, Write It, Read It": this year's conference features leading voices in the field, including Professor Julia Snell, who will share insights on effective oracy practices.