Stuart Shelton

How can teachers leverage tech to drive personalised learning at scale? Discover how Birkdale Intermediate found their answer with EP’s differentiation features, boosting student engagement and teacher confidence 🚀 Read their story here!

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Most 3-year MIS contracts are set to renew at the end of the year. That means many schools have already started to research alternative MIS providers. Download our free guide to find out: ✅How to find the right MIS for your school ✅Recommended timelines, from research to implementation ✅Advice from schools like yours on the moving process ✅Why now is the #TimeToSwitch Get your copy: https://hubs.li/Q02ZlVgv0 #MIS #Education

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🔎 What can you expect from our Instructional Coaching programme? 👉 Swipe to discover what and how you'll learn. Plus, see how our Instructional Coaching programme could impact you and your school to ensure pupils benefit from quality teaching.

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Essential reading for primary and secondary school leaders. It says : “Absence among the non-disadvantaged pupils in our sample increased by 0.2 percentage points (pp) between Year 6 and Year 7. For disadvantaged pupils, the increase was much higher, at 2.0pp. As a result, while the difference in absence between disadvantaged and non-disadvantaged pupils in Year 6 was 3.0pp, in Year 7 it had grown to 4.8pp.” Focus on disadvantaged pupils’ experience of transition to secondary school and their attendance in September could set their attendance pattern and pathway for the rest of their secondary school career. Working together, primary and secondary school leaders could explore what secondary ready means for the disadvantaged pupil and how they feel when they are in secondary school. Pupil voice is an important part of this process and planning with them now for this big change could give these pupils greater confidence and independence on arrival at secondary.

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Very proud to have been involved in this project. This has involved deep collaboration, planning, evaluation and TIME. On a personal level, what have I learnt from the experience? Quite a lot and obviously more to come! 1. Digital assessment can be made accessible and contemporary, but requires due consideration on its audience, familiarisation, testing and evolution. 2. Working with leading-edge platforms requires enhanced collaboration, especially within an evolving digital assessment environment. I have no doubt that assessments can only strengthen in their validity and will attract a greater audience, perhaps a proportion of which may have experienced a historic lack of accessibility. 3. Learning from 'sticking points' and identifying alternative ways of working and implementation. Digital assessment may not hold all the answers, but there are definitely not insurmountable issues and platform will evolve to meet future challenges. At Ascentis we are proud to bring this announcement into the public domain. If you do wish to be involved in a centre 'pre-test' then please navigate to the relevant link on our qualification page https://lnkd.in/g6UFc3wG

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Online CPD websites have revolutionized how teachers enhance their skills and knowledge. With the flexibility to access courses anytime and anywhere, these platforms provide invaluable opportunities for professional growth. This accessibility is crucial, as it allows educators to fit their learning around busy schedules, accommodating the demands of teaching, grading, and personal commitments. Encouraging the use of online CPD resources can lead to a more motivated and skilled teaching workforce. The variety of available topics—from classroom management to new teaching technologies—ensures that teachers can find relevant content tailored to their needs. However, only the best courses offer interactive elements that foster engagement and collaboration among educators. Promoting these online resources not only supports individual teacher development but ultimately enhances student learning outcomes. By making professional learning easily accessible, schools can cultivate a culture of continuous improvement and innovation in education.

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PRIMARY SCHOOLS | If your school is ready to start developing a teaching for mastery approach, you can join a Work Group starting in the new academic year. During the 2024/25 school year, Maths Hubs across England will be working with thousands of primary schools to continue the spread of teaching for mastery across England. The Teaching for Mastery Programme is a professional development opportunity designed to support teachers like you to develop best practice in maths in your school. It is suitable for schools interested in implementing a teaching for mastery approach to maths. What is involved? Two teachers from each participating school join a Work Group, consisting of around six local primary schools. Each Work Group is led by a trained Primary Mastery Specialist. Work Groups meet regularly to plan, observe and discuss teaching for mastery. In between meetings, teachers explore mastery approaches in their own classrooms and across their school. Support is provided from a local classroom-based Mastery Specialist who leads the group. This model of professional development involves hands-on learning and peer-to-peer support. It is evidence-based and designed to support substantial long-term change. Who can take part? This is for state-funded primary schools in England. Each school must send two teachers to half-termly school-based teacher research groups. Each term, the Mastery Specialist will visit each of the schools. In 2024/25, those teaching in special schools will have an enhanced offer that will enable them to network with other schools in a similar context. NB: Schools can only take part in this particular Work Group once. However, there are other Work Groups dealing with teaching for mastery which are available in the year after a school is in a Development Work Group and beyond. Talk to your Maths Hub about your options. What is the cost? The Primary Teaching for Mastery Development Work Groups project is fully funded by the Maths Hubs Programme so is free to participating schools. Don't miss out - apply online via our website today: https://lnkd.in/eRMWHyRT

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✨️ FUTURE ✨️TEACHERS✨️ PROGRAMME Considering applying to train to teach in the future? Need something to boost your application? Check out our FREE virtual teaching work experience opportunity below ⬇️ https://lnkd.in/e7CezDf8 #getintoteaching #beateacher #traintoteach #teachertraining #ywttfutureteachersprogramme

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#realPE members love the lessons in action videos on My learning! They model high quality delivery of PE to help teachers know what best practice looks like & what to do to ensure ALL pupils are engaged & making progress. #PE #Professionallearning #edtech

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💭 🏫 It's important to recognise the impact of the #recruitment and #retention landscape for leaders in education too. There's clearly a direct correlation between the struggles we face with the #recruitment and #retention of teaching and support staff, and the #recruitment and #retention of #leaders within education. Some very interesting conversations this week with experienced specialists and professionals who are passionate like me, about making a positive impact on the leadership landscape moving forwards. What do professionals in my network think and what ideas have you got to impact your own wellbeing and development, as well as your teams? Feel free to drop me a message and start a conversation!

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