UNCOVERED: Maths mastery for four-year-olds
Katie Hiatt is a Publisher at Pearson and has led the development of Power Maths Reception. Here, she explains the CPA method and how it’s suited to children in early years. With a mastery approach becoming increasingly popular in primary schools, many school leaders are starting to consider how to embed mastery in their reception classrooms, without compromising on giving children a rounded experience of early years. Here are some ways you can align a mastery approach with early years best practice: Focus on foundations Don’t worry about teaching reception children to count to higher numbers or the names of every 3D shape you can find – these things can come later. What’s really important is that children begin to develop a sense of the underlying concepts and structures of maths. Some children may come to school already fluently counting to ten and beyond – but do they really, deeply understand what these numbers mean? Can they recognise and represent five in a variety of ways? Can they pick five pencils from a pot of ten? Do they know what pairs of numbers make up five, and when they’ve found all the pairs? Children need to master these foundation skills in order to succeed in KS1 and beyond. CPA the early years way CPA stands for concrete, pictorial, abstract – an approach that is being championed by the NCETM and Maths Hubs. Many teachers find that using concrete resources in maths comes naturally in EYFS – and that’s great! Being able to touch, feel and manipulate the maths is an ideal way to help children develop an understanding of the underlying concepts. But some teachers find it more difficult to move children from that great starting point to a pictorial and then abstract approach. Teaching children how to represent objects is a good starting point – it’s not practical to get three elephants and two camels into the room to sort them, so what could we use instead? Moving from a representation with a clear link (such as toy elephants and camels) to representation with something less obviously linked (such as counters and a part-whole model) ensures children understand the concept of representation as well as the underlying structure of this particular problem, building a firm foundation for later success in maths. Abstract maths doesn’t have to mean formal written maths. Try using sound and movement – how many claps can you hear? Can you hop five times? Can you line up in threes? Activities like these ensure children are not relying solely on visual cues. Develop a growth mindset in maths A key way to help children become ready for KS1 is to embed a growth mindset right from the start. Made a mistake? No worries! Learn from it, and have another go. Something you tried hasn’t worked? What could you try instead? Growth mindset attitudes to learning will help children become confident, curious and resilient learners, not just in maths but across the whole curriculum. Power Maths Reception combines a mastery teaching approach with Early Years best practice to help children be ready for maths in KS1 and beyond. It also includes built-in professional development for teachers. Find out more at: pearsonprimary.co.uk
Nationwide Platforms
Nationwide Platforms – Working at Height Specialist for the Education Sector As the UK market leader in powered access rental, Nationwide Platforms provide working at height solutions with a concentrated focus on offering the best customer service, commitment to safety, innovation and training. Working at Height in Schools, Colleges & Academies According to a recent HSE study, most major injuries in schools relate to ‘low level’ falls below two meters. These accidents all have a common theme – using unsuitable methods for working at height. Whether it’s from standing on a desk to install displays in a classroom or using a ladder on an unsuitable, slippery gymnasium floor to change a lightbulb, these scenarios can all be overcome by using powered access solutions. Why choose Nationwide Platforms Nationwide Platforms have long been the industry leaders in providing working at height solutions for a wide range of customers across a huge scope of industries. With their low-level access solutions range starting with working heights from 3 meters up to 9.5 meters, Nationwide Platforms can provide machines which are either manually or electrically powered and self-propelled. Push around machines are easier and more productive than manual access, allowing users to position the platform exactly where it’s needed. Making jobs easier, simpler, quicker and more efficient than manual ladders, steps, podiums or small scaffold towers. For those larger repair and maintenance tasks they hold the largest range of scissor lifts, boom lifts and tracked booms in the UK. Suitable for indoor and outdoor tasks, over 60% of the new additions to their extensive fleet are non-diesel (Electric, Hybrid or LPG) with ultra-low emissions making them ideal for use on indoor enclosed areas. In addition, their indoor machines also feature non-marking tyres suitable for finished flooring. Narrow access into confined spaces needn’t be an issue either as their range of narrow boom lifts can easily fit through a standard door and offer zero tail spin – ideal for use in narrow corridors. About Nationwide Platforms Nationwide Platforms offer a comprehensive product portfolio with an unrivalled fleet of over 13,000 MEWPs; including a complete range of scissor lifts, track boom lifts, low level access platforms and van & truck mounted platforms with working heights ranging from 3 to 90 meters. As well as offering access platforms Nationwide Platforms also provide a wide range of working at height training, which include IPAF (operative, management and PAL+), PASMA, IOSH and Health & Safety training. Nationwide Platforms priority first and foremost is making working at height a safe activity. Through their research and development team BlueSky, the company develops a range of exclusive innovations which enhance safety and productivity when using powered access equipment. These safety attachments – which comprise of material handling attachments, secondary guarding devices preventing entrapment and fleet management systems – are now being increasingly demanded by customers. Find out how Nationwide Platforms can help you with your powered access requirements by visiting www.nationwideplatforms.co.uk or call 0845 745 0000.
Getting Cosy in the Great Outdoors
Learning in the great outdoors, we know, is a great benefit to children – but it is sometimes easier said than done. Creating that outdoor space which provides both freedom to play and opportunities to learn can be a tricky task. The space needs to feel natural yet flow, give children options to choose what they do and still provide that element of awe, wonder and risk – that’s no mean feat. Fear not! Here at Cosy we understand what it takes to make an outdoor space special – having spent many an hour working with schools, nurseries, practitioners and trainers -working out what works, we can guide you to the resources which support an outdoor learning environment. No matter what space you have available outside we can help you to make the most of it and provide children with natural resources which enhance their experiences and encourage curiosity and exploration. Our sheds, shelters and playhouses are all made from natural materials and are fully treated – they are the perfect solution to provide specific areas or zones which encourage learning in the areas you require – why not take a seat, choose and book and share a story with a friend in our Outdoor Reading Corner. If you’re looking for something a little more compact then our Shedlets enable you to create outdoor themed areas where children can self-select resources. Choose how you fill them up and change the themes/contents to suit your topics and provide children with multiple learning opportunities. Let’s not forget the importance of physical development and keeping children active. Climbing, carrying, balancing and risk taking are all crucial for a child’s physical and mental development and there’s no need to blow the budget. This Loose Parts Obstacle Course allows children to build their own trim trail – the joy of building the course is as much fun as using it – and children can develop new configurations every day! Putting the great into the great outdoors is what we try and do here at Cosy. We strive to use sustainable materials to create resources that complement the natural environment. We know budgets are tight and our key aim to ensure children have the access they deserve to resources that enhance their learning and their lives and that don’t cost the earth (in more ways than one!). Find all our resources at www.cosydirect.com.
Lessonvu from ONVU Learning – evidence-informed EdTech
From concept to operational in schools, action-based research and evidence-informed practice has been, and always will be, at the heart of the Lessonvu 360-degree video recording and sharing system, DNA and developments. It’s a cliché but Lessonvu in all aspects is truly, “from teachers, with teachers and for teachersâ€. But that headline is the only thing about Lessonvu that is a cliché, everything in the technology, workflow and use of the Lessonvu system for teacher professional development has been well considered using first hand insight from partner school teachers and other published experts. Andrew Goff, Founding Director of ONVU Learning explains more… EdTech built on teacher user experience The ONVU Learning team behind Lessonvu are constantly haunted by me bringing up the phrase PRISME which stands for Problem, Research, Ideas, Solution, Make and Evaluate: The design cycle. At the bedrock of any good product is this design cycle and we are constantly running through this with Lessonvu looking to enhance and refine all aspects built first hand on teacher user experience. When I was a Design and Technology teacher I used to drum PRISME into my DT students over their project portfolios, and especially the Evaluation section where they used to potentially lose the most marks, and this is how we are now at ONVU Learning; constantly evaluating and considering every aspect so that it supports teachers to achieve their objectives. We won’t get everything right but as our school customers will already witness, we listen, innovate, evaluate and improve Lessonvu to fit teacher and schools needs as fast as possible; exactly what our teacher users are trying to do with their own teaching, in using the Lessonvu system for lesson review, reflection and professional development. Also, we don’t just talk the walk and design and develop Lessonvu, we actually use it ourselves to coach real teachers in real classrooms remotely. Dr. Sean Warren is our own well experienced teacher coach and he uses the Lessonvu system on a daily basis to remotely coach teachers in the UK and now also in India. His work in coaching teachers is based on his and other published academic research and therefore the Lessonvu technology is always under review from him and developments feed back into the development cycle; from niggles that we smooth out to “how abouts†that we look at building into our development sprints. Applying EdTech at the right time Referring to Martin George’s recent article (tes.com) there is one thing about EdTech that I’d like to clear up from the off; “EdTech is not a golden bullet and is only as good as the teachers that apply it as a part of their teaching arsenal at the right time and aligned to students learning needs in front of them.†EdTech can get a bad name and reputation because of misplaced high expectations. I’m a big enthusiast for EdTech I know that over my career as a teacher and as a businessman leading EdTech businesses I’ve maybe got too enthusiastic at times and got carried away with what can be achieved with EdTech. But even with some of the more outlandish aspects that I’ve been involved in have had research layers. Referring back to when I lead PlayStation’s Education Strategy into schools we carried out projects with PlayStation 4s and a software title called Little Big Planet which involved ‘Sack Boy’ navigating gaming levels that the students themselves had created. Research was carried out by Don Passey from Lancaster University and his team and a research paper of the findings published for teachers to build upon. I can understand Sir Kevan Collins’s comments about “wonder and snake oilâ€. When I was a teacher striving to do the best for my students daily, it was easy to be taken in by marketing headlines that promised help in achieving your aspirations for them. But in defence of the EdTech sector I don’t think that there are many snake oil merchants left – and if there are then I would hope that now-discerning teachers would spot them and quickly rule them outas we would all want. Back to the crux of this debate about the evidence-informed development of EdTech: Lessonvu has been continuously developed with academic research in mind. For example, the Hawthorn Effect; in the context of schools this is when either other teachers or technology is noticeably present in the classroom and changes the environment. The students act differently as there are potentially two or three adults in the room and the teacher leading the lesson does a teaching performance on what they think that the observers want to see in order to “check their boxes,†as opposed to responding and interacting with their class and their learning needs as they normally would. “At the beginning of the Lessonvu journey I remember observing a young maths teacher in Wolverhampton. Normally he would have had some banter with the students about football results as they entered his classroom and through that engaged and checked the students in for learning. However, when being physically observed by senior leaders in the back of the classroom they acted as they thought a “model teacher should†and which resulted in the students quizzically looking at the teacher and wondering where their normal Maths teacher that they loved had gone. What a waste of everyone’s time! Out of the above experience and many others, Lessonvu is as discreet as possible. Students and teachers forget that the cameras are in the ceiling within a day or so and therefore normal teaching and interactions are recorded meaning that teachers can reflect on real teaching and be curious on real moments that if developed could have positive outcomes on teaching and learning. A powerful tool in more ways than one Recently it hit home to me very personally how powerful the Lessonvu system is for teachers and EdTech or other resource manufacturers when I was testing them out in one of our new school customers classrooms. I logged into an anonymous room numbered Lessonvu system to discover that it was a DT lab: To me a fond place with lots of great teaching memories. As a DT teacher you immediately remember the noises that mean one of the students is not holding a piece of material low enough in a vice, or the smells of plastic that has maybe been overheated before it is formed. But for me this was a very
Don’t just book an activity, gain an experience & get Back to Wilderness in East Anglia
Back to Wilderness is a high quality Bushcraft, Survival and Wilderness educational centre of excellence in the heart of East Anglia. We provide a conduit for all ages & abilities to reconnect with nature in a safe, topical, fun & memorable way, all while learning serious survival skills! Back to Wilderness holds the Learning outside the classroom (LOtC) Quality Badge, which is a national benchmark that accredits providers of learning outside the classroom offering good quality educational experiences and managing risk effectively. The Outdoor Education Advisers’ Panel has endorsed the award and ask that their Local Authority members request that teachers look for the LOtC Quality Badge, when planning educational visits. Research shows that children learn best through real world experiences. Our activities are designed to help develop self-confidence, problem solving, self-reliance, adaptability & team work, all “real life skills†experienced through interaction & engagement outside of the classroom setting. LOtC is most successful when it is an integral element of long-term curriculum planning and closely linked to classroom activities. When planned and implemented well, LOtC contributes significantly to the raising of standards and improvements to pupils’ personal, social and emotional development. LOtC is effective in delivering learning outcomes across all areas of the curriculum including literacy, numeracy, science, history, geography and IT and has the most impact when opportunities to learn outside the classroom are frequent, continuous and progressive. Working with us, we can: Help to design your activity to meet your needs, making things as clear and easy as possible for you. Provide flexibility, options & assistance with planning & delivery, to best suit your budget. Work with you to link activities to the National Curriculum, where possible – supporting the Department of Education’s “My Activity Passport†Suggest content for all Key Stages or assist with research into new areas of interest. Facilitate one-off or longer-term progressive activities for staff or pupils. Provide teacher training, to help facilitate progressive in-house development. Help seek solutions to address location constraints to accommodate your specific needs. Provide ongoing support after delivery. Content wise, we offer a range of core Survival Skill activities, such as: Fire Lighting Shelter Building Foraging – Tree, Plant & Resource Identification Campfire Cooking Game preparation Water Sourcing & Purification & bespoke activities tailored just for you. Additionally, as we are based in High Lodge, Thetford Forest, there are also options to collaborate with other onsite learning providers & activities such as Look out Archery, Go Ape & bike hire – giving you complete flexibility to make your day a truly well-rounded experience to be remembered! If that’s not enough, licensed under Survival School, Back to Wilderness is also able to provide Level 1 and 2 courses accredited by the NCFE. Survival School Level 1 Bushcraft Qualification NCFE CQ ACCREDITED – Suitable for KS2 & above Survival School Level 2 Bushcraft Qualification NCFE CQ ACCREDITED – Suitable for KS3 & above For more details or to book, please contact Ray on 07833 182 180 or mail ray@backtowilderness.co.uk Learnt through Desire, Built on Professionalism, Delivered with Passion – Get www.BacktoWilderness.co.uk All pictures courtesy of ©GTS Photography
Moulton School & Science College wins Redway Networks “Win Big†competition
Moulton School & Science College wins Redway Networks “Win Big†competition with a £20,000 Aerohive new WiFi 6 802.11ax solution! Redway Networks popular “Win Big†competition returned at the end of last year with a bigger than ever prize for the education sector. The competition was supported by Aerohive Networks to offer a school, college or university the opportunity to win a wireless solution with their new 802.11ax WiFi 6 wireless technology worth over £20,000, providing the very best in connectivity and mobility for their students. Redway Networks has now been running their “Win Big†competition for three years and this year saw a record number of entries and one winner was selected at random after a four-month entry period. Moulton School & Science College in Northampton were chosen as this year’s winner and were delighted to receive the news that they had won. They were very excited at being able to replace their outdated solution with the latest AX wireless technology and to be one of the first schools in the UK with this technology. The solution included 15 x Aerohive AP650’s access points which are designed for high performance environments and combine the latest in WiFi standards (IEEE 802.11ax technology), the latest in Ethernet standards (2.5G capability) and Aerohive’s software-defined dual 5 GHz radios for indoor and industrial environments. The wireless solution has now been installed and configured and the school is now benefitting from much faster download speeds and increased coverage, as well as higher density capabilities across the network, which has already proven invaluable for the large school. Leigh Hayes, Director of Redway Networks Ltd said: “We are committed to providing support to the Educational Sector, enabling them to benefit from our provision of leading-edge technologies. I am excited about the future for the pupils and staff at Moulton School & Science College who are already benefitting from the installation of the wireless solution, and the fantastic AX technology will really ensure that the school is future proofed for at the least the next ten years.†Phil Tomaselli, Network Manager, commented on the win “This is amazing for the school, the AX access points will ensure longevity and will now take us into the future, offering the very best in technology for our students and staff. This has allowed us to replace our outdated wireless network which was 6 years old and takes the pressure off our budgets and can now enable us to grow and continue our rolling IT programme. At present, we have installed the solution in our main building but we are now planning to roll out the installation of AX access points across the entire school to ensure that all of the school benefits from the latest technology and its capabilities. We really appreciate Redway Networks support with the competition; the solution will provide immense benefits to the school. They provided a detailed site survey before the installation to take place to ensure that the solution gives maximum coverage and performance. They have continued to provide support through the configuration and installation. We are looking forward to continuing to work with Redway Networks when we extend the solution across the rest of our buildings later in the year.†Redway Network’s “Win Big†competition will be back for Autumn 2019 and we will be offering another school, college or university the chance to win a 802.11ax wireless solution worth over £20,000! Keep an eye out on our website for details or follow us on LinkedIn to be in with a chance of winning!
New Eating Disorders Resource Labelled ‘Game Changer’ By GP
Teachers, and those with student welfare responsibility, may at last have a new resource to help them support young people experiencing eating disorders. Such is the case of rapidly increasing rates in disordered eating across the country, it is now becoming more and more challenging for headteachers, school wellbeing teams and campus-based care staff to find swift and appropriate options for support. Now a new service has entered the arena, to help provide instant empathy and recognition of an individual’s mental health challenge, and the resource has already been labelled a ‘potential game changer’ by one experienced GP. Wednesday’s Child launched in Mental Health Awareness Week, to offer carefully curated wellbeing gift boxes for eating disorders patients – and those with mental health issues – which can be ordered or provided in a welfare setting during a one-to-one. The social enterprise, which ploughs its profits back into the delivery of support for those recovering from or experiencing an eating disorder, has been devised by a woman seeking her own continued recovery from a 20 year battle with anorexia. Debbie Watson, 41, says the boxes are just a doorway into a community of other services, events, training and coaching activities which are very specifically designed to acknowledge the troubling world of eating disorders. It is estimated that in the UK alone, some 1.25 million contend with an eating disorder such as bulimia or anorexia, but that many more have become immersed in a distressing cycle of disordered eating and mental health struggles, in particular since the advent of social media. Anorexia nervosa has the highest morbidity rate of any mental health illness, with death likely through suicide, or cardiac failure. As well as being available directly to schools and university campus teams, the curated Wednesday’s Child boxes can be ordered on a subscription basis, or as a one-off gift, and have been carefully considered to provide contents which aim to encourage mindfulness, self-soothing, nourishment, and comfort. It is believed to be the first time that a box with such curated contents, and to this particular tailored audience, has been available. A longer term mission for the social enterprise aims to achieve a designated daycare and educational centre to support both individuals with eating disorders, and those wishing to gain more awareness. “When you know someone with a mental health issue like anorexia nervosa, it’s natural that you might want to be able to show you care – but I’ve seen for myself how anxious friends and family become about what is ‘appropriate’ by way of a kindness gesture,†said Debbie. “Wednesday’s Child’s boxes aren’t about an automatic fix, but they’re about showing empathy, and reminding an individual of their worth. “I truly believe, from personal experience, that eating disorders require the ‘it takes a village’ approach, whereby there’s multiple people and functions helping one person to recover. The current system needs more. It has to change. “Time and again we hear that mental health services are under strain, beds are in short supply, and that specialist care staff are fewer in number. It becomes imperative that everyone who cares, can, if they so choose, play a role in the support of another.†As well as delivering the tailored boxes, Wednesday’s Child has also launched with a number of other unique services to help those dealing with an eating disorder. It stages Supportive Suppers, Accompanied Shopping, Awareness Certification (for individuals and corporates), Recovery Coaching, and a Jobs and Skills Portal, aimed at allowing those with a mental health condition to access projects and opportunities which potentially need less formal workplace structures. Debbie, who first experienced the onset of anorexia nervosa during university, says Wednesday’s Child has great potential in working in conjunction with what schools, colleges and universities are already doing to assist students at times of struggle. “We’re very keen to see student welfare and teaching staff access the boxes and signpost to our events,†she explained. “It’s very common for a person experiencing anorexia, bulimia, or another disordered eating condition, to be told that even at a very low BMI, they may have to wait some 10 weeks for something like cognitive behavioural therapy – and longer still for a bed. “That makes it terribly distressing for all concerned, because often waiting lists are too long and services are too stretched. “Just the provision of a box encourages that person to enter into the Wednesday’s Child community and its Supportive Suppers and other opportunities. It’s a small way of starting to reverse the decline in a person’s wellbeing and state of social isolation.†She is also keen to hear from businesses, and in particular, those with HR responsibility, who may wish to send a sensitively curated box to an employee contending with stress, mental health issues, or a period of personal struggle. “Whilst our boxes have been born out of my experience with an eating disorder, and a real understanding of that aspect of mental health, they are not solely for those with that illness or journey,†she adds. “The way they have been curated – without mention of eating disorders inside – means they are just as appropriate for someone taking time out with stress, depression, bereavement, or needing a gift which is more ‘considered’ at a time when a pick-up is really needed. “I would welcome the chance to talk to businesses who would regularly like us to create wellbeing boxes for their staff and clients.†The boxes and services being offered by Wednesday’s Child have already received positive approval from those experienced in primary care and GP practice. Dr Lucy Henshall FRCGP, a Suffolk-based GP, said: “In my 25 plus years of work as a frontline GP, I always felt there was so little to offer to my patients with emerging eating disorders, or to those still on the recovery journey. “Wednesday’s Child sends ‘kindness in a box’, but it also provides a whole range of other initiatives, all within a supportive framework and community.†She
Lincroft Academy receives prestigious Artsmark Platinum AwardÂ
Pupils and staff at Lincroft Academy are celebrating after receiving a prestigious Artsmark Platinum Award. Artsmark Platinum is Arts Council England’s highest award for schools and education settings that champion cultural education. It celebrates settings that embrace the arts across the curriculum, influencing other educational organisations and bringing them to life for children and young people. In order to achieve their Artsmark Award, Lincroft Academy, rated Good by Ofsted and part of the successful Sharnbrook Academy Federation, had to develop their arts and culture provision to embed a broad and balanced curriculum. This was achieved by creating an overall plan that was committed to and delivered across the whole school. Lincroft Academy was supported by the Royal Opera House Bridge in planning and developing their initial objectives. The Royal Opera House Bridge worked alongside the school at various stages to support their Artsmark Award achievement. Sally Manser, Head of Royal Opera House Bridge, said: “We’re delighted that Lincroft Academy has been awarded Artsmark Platinum, in recognition of their achievements in developing the arts and culture in their own school and championing creative and cultural learning in their wider community. Through Artsmark, Lincroft Academy will continue to incorporate art and culture into every pupil’s life, learning, knowledge and understanding, helping them to build skills, resilience, confidence and character. On receiving the award, Lincroft Academy Principal, Mark Duke said: “We’re extremely proud of achieving our Artsmark Platinum Award. We are committed to delivering a high-quality arts and cultural education and we look forward to continue to grow with Artsmark.†Iain Denning, Executive Principal of Sharnbrook Academy Federation, said: “This is a fantastic accolade for Lincroft Academy. All schools within Sharnbrook Academy Federation focus on helping our students achieve not only strong results in the academic subjects but on providing a broad, high-quality education across the arts. Lincroft Academy is a superb example of this.†Darren Henley, Chief Executive of Arts Council England, said: “I would like to congratulate Lincroft Academy on their award. As an Artsmark school, Lincroft exemplifies how the Award can help schools to achieve a broad and balanced curriculum, ensuring that each of its pupils is given the opportunity to explore and build a love of the arts that will remain with them as they go through adult life.†For more information or images, contact Tracy Bannister,tbannister@saf.org.uk
Sheffield Hallam Festival of Education set to breakdown barriers
Sheffield Hallam Festival of Education set to breakdown barriers, raise aspirations and start conversations A groundbreaking ground breaking new education conference, Hallam Festival of Education, is taking place on Friday 14th and Saturday 15th June at Sheffield Hallam University. Organised by South Yorkshire Futures, a social mobility partnership committed to improving education and raising aspiration for young people in South Yorkshire, the theme of the Festival is ‘Transformative Change’, and how education has the power to change lives of young people. Some of the biggest issues in education will be discussed, including the Ofsted’s new Education Inspection Framework, the curriculum and teacher workload. Schools are increasingly seeking support and advice on these topics as a result of Ofsted’s decision to make curriculum intent, implementation and impact a fundamental part of the new Framework, which launches in September. Primary curriculum expert, and director of South Yorkshire based Cornerstones Education, Simon Hickton will be speaking about how schools can create their curriculum, the process they need to go through, the strategic decisions they need to make to ensure they have a curriculum in place that is right for their school, and ways to reduce teacher workload. Simon Hickton, Director of Cornerstones Education, said: “I’m really excited about the Festival and the ideas and aims behind it. Raising childhood aspirations is a real issue, not only here in South Yorkshire but across the UK education system. As a former primary school headteacher myself, I know how difficult it can be to engage and motivate some children and I strongly believe that a broad and balanced curriculum can be the key to unlocking a child’s potential. When we recently spoke with Her Majesty’s Chief Inspector of Education, Amanda Spielman, she said “laying the building blocks of a good curriculum can genuinely ‘level playing fields’. A rich and broad curriculum can enable less advantaged children to achieve as much as children who have been born with every possible advantageâ€, something we couldn’t agree more with.†In a podcast hosted by Cornerstones Education Curriculum Developer, Caroline Pudner, Festival Director, Sean Cavan and Senior Lecturer, Sarah Williams, talk about the ideas behind the festival and what senior leaders and teachers can expect to take away from it. They explain that whilst the roots of the festival are in South Yorkshire, the region does in fact act as a microcosm of the rest of the country and the issues which South Yorkshire is facing, are also being experienced in other areas, meaning the festival will benefit any education professional or employer working with children and young people. Sean Cavan, Festival Director and Head of Business Engagement at the Sheffield Institute of Education, said: “We are delighted that Cornerstones are one of our major partners for the Festival. They are completely aligned with our thinking that a solid educational experience can really make a difference to people no matter what socio-economic background they come from, which makes them the perfect partners. We want the festival to be full of debate, collaboration and vibrancy, sparking conversations about the really big questions and challenges within schools and education across the UK.†Festival-goers will be able to engage in meaningful debate about the exciting, challenging and impactful things happening in education and the talented and inspiring people who teach and work with them. Speakers will include Ofsted’s National Director of Education, Sean Harford; Baroness Estelle Morris; Children’s Commissioner, Anne Longfield, OBE; and inspirational education trainer, Hywel Roberts. There will also be learning and sharing zones, networking spaces, live performances and music from the region to create a real festival, celebratory atmosphere. The Cornerstones Curriculum is taught in over 2000 schools to 500,000 children. Written and developed by Melanie Moore, a former primary school teacher with 20 years teaching experience, Melanie wanted to create a primary school curriculum that would develop the skills and knowledge required by the national curriculum, as well as being creatively stimulating and allowing children to explore their own fascinations. Realising that writing a curriculum was going to be a full-time job, she left teaching and established Cornerstones Education in 2010.