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How can we ensure that pupils are making progress in geography? How can a well-planned curriculum support pupils to make progress in their geography learning?

Over the years, there has been a decline in the number of schools facilitating home visits as part of their transition procedures for valid reasons. The impact of the pandemic exacerbated this further, and it seems to be an area that is yet to fully recover.

Tracking back to go forward is a powerful strategy; build learning from secure foundations. Find out more about Making Fluent & Flexible Calculators in KS3.

What follows is neither an endorsement of the new DfE guidance or a criticism of its aims and scope but rather a piece to hopefully stimulate discussion by boards so that a new perspective can be brought to bear on this thorny topic.

Effective complaint management can be very time consuming, particularly in a school where time constraints are increasing. Our new service has been designed to give schools flexibility and peace of mind when faced with complaints and deciding when and how to utilise specialist bespoke support services.

This blog, the final in a series of three, discusses a potential model for a whole class guided reading session – with collaborative rich discussion, leading to meaningful and purposeful interactions of each text being studied, being at the heart of each lesson.

"The Reading Fluency Project: Raising Reading Achievement in the UK," article showcases our project's impact in the prestigious Iris Journal of Educational Research.

What strikes me about Chi-chi’s story is that that moment could have been the end. With the injury she suffered, her hopes of being an Olympian ended so abruptly, she could have fizzled out into obscurity. She didn’t. She bounced back.

With World Book Day approaching, we encourage you to think about how you can use this event to promote inclusion.