The Rich Get Richer

Language is acquired through imitation. It’s kind-of obvious, but it bears thinking about: different children have different levels of vocabulary (and, indeed, different capabilities with putting that vocabulary together, AKA grammar) because of the language they have been immersed in over the length of their lives thus far. So what are we giving them to […]

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Non-Fiction November

November is National Non-fiction month and is the ideal time for us to consider how to provide rich reading experiences with non-fiction texts. To begin, it’s important that good non-fiction writing does more than convey information. We can distinguish between factual literature and information text. While information text is solely for conveying information, factual literature […]

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Measuring progress fairly: thoughts on the coasting schools measures

The 2016 progress measures for the new ‘coasting schools’ category were finally revealed in October in the DfE’s updated Primary Accountability publication. The thresholds are -2.5 for reading and mathematics and -3.5 for writing, and schools must be above in all three subjects. The vast majority of schools will already know that they can’t be a coasting […]

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The evidence for mastery in maths is clear. Now we need to talk about how to embed it into UK schools.

I was thrilled to see the results of a new University of Oxford impact study today , highlighting and confirming my belief that OUP’s mastery in maths programme Inspire Maths  can make a very real positive impact on children’s maths abilities. I have seen first-hand the difference that mastery can make when visiting schools in Singapore . My Pals Are Here! – which Inspire Maths is based […]

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