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  • Alternative provision: how to choose and work with providers Download our alternative provision (AP) audit to help you decide whether a provider is suitable for your pupils. Plus, find out how Ofsted inspects your AP and how you should work with the provider during your pupil's stay there.
  • Assertive mentoring in primary schools How do primary schools use assertive mentoring? We include information from schools on the features of assertive mentoring, and we look at how schools have used the pupil premium for assertive mentoring.
  • Closing the gap in primary schools How can primary schools raise the attainment of disadvantaged pupils? In this article, we refer to research and guidance on how schools can close the attainment gap and improve attainment. We also look at how schools can use the pupil premium to raise the attainment of disadvantaged pupils.
  • Evaluating intervention strategies: advice and tracking tool Is there guidance on evaluating the impact of interventions? We relay expert advice on evaluating interventions, and link to a guide from the Education Endowment Foundation. We include a downloadable KeyDoc tool for evaluating interventions, and guidance on reporting to governors about interventions.
  • Handwriting interventions for pupils with SEN Are there examples of handwriting interventions in schools for pupils with SEN? We look at examples of handwriting interventions for these pupils in schools. We also link to an article with advice on improving the writing of pupils with special educational needs (SEN).
  • Intervention strategies for English and mathematics (primary) Can you outline intervention programmes for KS1 and KS2? We refer to examples of intervention programmes designed to support pupils in English and mathematics at Key Stage (KS) 1 and 2. We also link to guidance on closing the gap.
  • Intervention strategies (secondary) How can we accelerate progress among low attaining pupils? We look at the Education Endowment Foundation (EEF) toolkit, which includes research on effective interventions. We also look specifically at literacy interventions and examples of interventions run by secondary schools.
  • Raising attainment in literacy for years 7 and 8 How can the SLT support literacy in lower-attaining pupils in years 7 and 8? We relay expert advice on how senior leaders can monitor literacy progress. We also look at examples of literacy intervention strategies from schools, including a case study, and link to further articles on this topic.
  • Raising attainment in maths (primary) Follow our 5-step guide to find out how you can raise attainment in maths across your school. Know what good practice looks like and use it on a whole-school or teacher level.
  • Reading interventions for pupils with SEN What interventions can support the literacy of pupils with SEN? We refer to a report evaluating the effectiveness of different intervention schemes for pupils with literacy difficulties. We also link to resources available from Oxford University Press and guidance from Bradford City Council.
  • Research into raising achievement (secondary) Is there research on raising achievement in secondary schools? We refer to research on effective strategies to raise achievement, and look at factors that influence achievement. You will also find information about The Key’s CPD Toolkit, including a module on raising achievement.
  • School reopening: how to accelerate catch-up learning for pupils who've fallen behind Some pupils have lost more learning time than others during coronavirus and have fallen more behind than the rest. Curriculum experts Mary Myatt and Tom Sherrington share their key guiding principles for helping these pupils catch up.
  • School reopening: how to help disadvantaged pupils catch up School closures are likely to reverse progress made to narrow the attainment gap in the last decade, and the gap could widen by up to 75%. Find out what evidence-based measures you can take, and how to spend your pupil premium funding, to mitigate this and reduce the gap in your school.
  • Strategies to raise achievement in literacy What literacy strategies effectively impact on pupil achievement? We look at research on effective strategies and intervention programmes to raise achievement in literacy from the Education Endowment Foundation and the Department for Education.
  • Strategies to raise achievement (secondary) How can secondary schools raise achievement? We look at case studies on how secondary schools have raised achievement. We also relay advice on how schools can use continuing professional development for staff and personalised career goals for pupils to raise achievement.
  • Stretch and challenge strategies How do schools provide stretch and challenge? This article looks at strategies schools use to stretch and challenge pupils. We also outline guidance on the factors that can limit how well pupils are stretched, and link to CPD designed to help you provide stretch and challenge.
  • The impact of SEN interventions: research Where can I find research into the impact of SEN interventions? This article points to studies looking at literacy and speech and language interventions, as well as research on teaching strategies for pupils with SEN. You will also find a link to the EEF's teaching and learning toolkit.
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  • Challenging more able pupils: what to avoid What should we avoid when challenging more able pupils? We relay advice from two of our associate experts on things to avoid when challenging more able pupils in the classroom, and how schools can provide training on challenging more able pupils.
  • Challenging the most able pupils under the primary curriculum How can we challenge the most able pupils under the primary curriculum? We relay advice from one of our associate education experts on providing challenge within the National Curriculum, and introducing curriculum content early. We also link to guidance and research on moving pupils up a year.
  • Defining English as an additional language (EAL) Know when a pupil has EAL, and how you should be recording languages spoken by a pupil on your school census and in your own internal records.
  • Gifted and talented: is the term still in use? Is the term 'gifted and talented' (G&T) still in use? We explain that G&T is no longer used officially, but schools may still choose to refer to certain pupils as G&T. We also look at alternatives to G&T and the history of the term.
  • Improving the writing of pupils with SEN How can we improve the writing of pupils with special educational needs (SEN)? We relay advice from one of our experts on encouraging pupils with SEN to write. We also look at guidance from a local authority and nasen, and research on improving the writing of pupils with general and specific SEN.
  • Most able pupils: individual and whole-school provision maps Are there examples of individual provision maps for most able pupils? We include a downloadable KeyDoc proforma that can be used to map provision for individual most able pupils. We also link to examples of whole-school provision maps and policies setting out provision.
  • Provision for the most able pupils: are there statutory requirements? Are there statutory requirements for provision for the most able pupils? There are no specific statutory requirements for schools' provision for the most able pupils. We cite advice from the DfE and Potential Plus, and refer to case studies and Ofsted research reports on good practice.
  • Raising the attainment of pupils with SEN How can we raise the attainment of pupils with SEN? This article looks at teaching strategies schools can use to raise the attainment of pupils with special educational needs (SEN). It also features case studies on how schools have improved the outcomes of pupils with SEN.
  • Strategies to close attainment gaps between boys and girls What can we do to close the attainment gap between boys and girls? In this article, we include research and advice on closing the gender achievement gap. We also look at strategies used by schools to close the gap between boys and girls.
  • Supporting pupils with an ASD How can we support pupils with autism spectrum disorders (ASDs)? We relay guidance from the Autism Education Trust and the National Autism Society on supporting pupils with ASDs. We also look at research published by the DfE on supporting language acquisition for pupils with ASDs.
  • Supporting pupils with EAL to access the curriculum How can schools help pupils with EAL access the curriculum? We relay advice from our associate experts on teaching pupils with little or no English, and link to school policies and teaching resources. We also include a case study from a school on responding to growing EAL needs.
  • Supporting vocabulary development for pupils with EAL and/or SEN How can we support vocabulary development for children with EAL and SEN? We relay guidance from two of our associate experts on techniques and tools that can be used to support vocabulary development for pupils with English as an additional language (EAL), special educational needs (SEN), or both.
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