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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.