Five ideas to tackle the school absenteeism epidemic
The Education Secretary Bridget Phillipson recently said that schools must create welcoming, engaging and inclusive spaces for pupils to tackle the school absenteeism epidemic. By Nicola Baldwin, Family Support Engagement Lead at Spurgeons charity In my experience of working closely with children who are persistently absent from school, sanctions are rarely effective and it’s a supportive approach that works best. Teachers are stretched to the limit, so we need to look at not only what works, but also what is easy to implement. It has been a revelation to me over the years, that it is often only very small tweaks to the school routine that can transform the mindset of a child and make them feel happier in school. This can quickly take them from being severely absent to attending school regularly. Here are five effective strategies to help reluctant children return to school: After a prolonged period of absence, getting back into school full-time can seem too daunting for a child, so progress needs to be slow. Just get them through the doors, no matter how short a time, to start to break down the barriers – a friendly chat with a teacher in the office can be a great first step. A 14-year-old boy I supported hadn’t been to school for 100 days when I first visited him. We chatted through the issues and he agreed to visit the school for half an hour with me to see a teacher he was happy to speak to. This was enough of a breakthrough for him to agree to go into lessons for an hour twice a week. We gradually built up his attendance, and he is now back studying full time for his GCSEs and doing really well. Children thrive on routine, it gives structure and stability. Anxiety about school at primary level can often stem from not knowing what is going to happen and when, and a child with SEND can feel additionally stressed if they are unsure about what is expected of them. I work with schools to create a visual timetable for the weekly school routine which helps hugely with anxious children. They can put the timetable on the fridge at home and get a copy from the teacher in the morning at school. It sets expectations about the day ahead and calms worries about the unknown. Identifying teachers that children are comfortable talking to is important. A 10-year-old girl I was supporting felt very isolated at school and was unsure who she could talk to about how she was feeling. We worked with the school to identify a couple of teachers she could speak to when needed, which really improved her confidence about going in. Friendships can also be complicated and she found the nuances of friendship groups difficult to navigate. We worked together to identify three friends she trusted and could seek out during playtime. Knowing who her ‘go-to’ people were before she went to school in the morning reduced her anxiety – and her attendance improved considerably. Rules are important but relaxing them for children with issues that prevent attendance can really help to get them back into the classroom. I’m not talking about anything that’s going to cause widespread disruption, but rules around things like uniform can create unnecessary barriers. Some children I’ve worked with have sensory issues and just need to be able to wear PE kit instead of uniform to feel comfortable enough to attend school. It seems a small price to pay to get them learning again. Teenagers will not do anything that makes them seem different. Many secondary schools are willing to make changes, such as providing ‘exit cards’ for pupils that need to take a break during lessons, but they often don’t get used as it makes them stand out. One of the biggest differences we’ve seen with this cohort is to normalise school adjustments. One 15-year-old boy who needed regular movement breaks was nominated to give out books in lessons and deliver messages to other teachers. This gave him the movement breaks he needed to make school more accessible, without it seeming unusual. Many of these tweaks are so simple to implement, yet I have seen incredible transformations of children, who now attend school regularly because of them. A supportive ear and small changes can make school feel more inclusive and welcoming for those children that find attending such a challenge. When we work together with children, parents and schools, we can make school a more welcoming place for those children that find attending really difficult.
The power of a pedagogy-first approach for Edtech
A pedagogy-first approach can help you offer the right EdTech for your students to maximise impact on educational outcomes, while ensuring that technology does not become ‘a solution in search of a problem’. By Fiona Tobin, at HFL Education (formerly Herts for Learning). In 2019, the Education Endowment Foundation (EEF) published its guidance report entitled ‘Using Digital Technology to Improve Learning’. It concluded that EdTech ‘can become a solution in search of a problem unless it is introduced in response to an identified need’ and that statement is as relevant today as it was five years ago. With budgets stretched, there’s certainly no place for EdTech which delivers no tangible value. And yet for many leaders the promise of Edtech has yet to be realised in student outcomes. In the book ‘From EdTech to PedTech: Changing the Way We Think about Digital Technology’, Aubrey-Smith and Twining argue that all teachers should better understand their pedagogical beliefs in order to choose the right Edtech solutions for them. If you are not sure if your beliefs about learning are more behaviourist, constructivist or socio-culturalist there is a great exercise in chapter 4 of ‘From Edtech to Pedtech’, to help you find out. So, how are teachers effectively using a pedagogy-informed approach to Edtech in the classrooms we visit? Here’s a few examples from schools we have visited recently: • Creating a student version of the slide deck rather than just sharing the teacher slides with all the answers. • Edtech on demand where students choose to view the text on their Chromebook and use dictionary and picture dictionary to understand difficult words. • An early years practitioner using generative AI to create a social story specifically tailored to a child’s context. • Teachers using generative AI to add more pictures to their resources to support those with a low reading age to access the lesson content. Another great example of a pedagogy-first approach was seen at a school in Watford, which is using Edtech as a solution to improve outcomes for its Year 5 students. Here’s their story: Giving Year 5s the tools to succeed In the spring term of 2024, leaders at Parkgate Junior School in Watford identified a need to improve outcomes for their Year 5 students, particularly those on the Pupil Premium register. The school’s leaders were keen to understand how technology could help address this challenge, and so, during the summer term, the school embarked on a pilot programme utilising the Read&Write toolbar from Texthelp. The toolbar was installed on Chromebooks for children and staff and a class set of headphone/mics was purchased so that pupils could use the dictation and audio features of the Read&Write toolbar in a classroom environment. The school identified 12 students from the two Year 5 classes, 70% of whom are in receipt of Pupil Premium, to be Digital Leaders. The Digital Leaders were trained to use the Read&Write toolbar by one of our Edtech Advisers, and also received leadership training using possible scenarios they might encounter as Digital Leaders. The school anticipated that the programme would help improve the reading abilities of students and address particular problems encountered in the classroom – such as word poverty and the requirement for translation – but teachers noticed the biggest difference in students’ writing. All the children were able to create a longer piece of writing when using the technology and for several children there was a marked improvement in the quality of what they produced using their Chromebooks, compared to the creative writing work written in their books. The lead teacher for Year 5 reflected that for one student, his work prior to the Digital Leader programme had often not reflected his ability. Yet since taking part in the pilot, the level of this work, including drafting, was much more deeply considered. He had written more extensively and used more interesting language, and the teacher noted that the pupil was much more engaged in lessons and the quality of his work significantly better. He was also more willing to redraft his work and was more self-reflective. One student had a lot more ideas, which the Chromebook allowed him to capture and plan in sentences, while another student, who was a slow writer, was now working faster so he was able to keep up with the class. The lead teacher noted that fear of making a mess and spoiling their book meant that many students worked much more slowly or in some cases did not want to start. But this fear was removed when they were able to use the Chromebooks. But it wasn’t just writing that was impacted by the pilot scheme – there was significant improvements in the attendance and behaviour of the Digital Leaders. Prior to the pilot, nine children were regularly involved in behaviour incidents, but this dropped to just three in the summer term and attendance improved across the board. School leaders also felt that the Digital Leader programme had a positive impact on the children’s self-esteem. What did the pupils think? Pupils were very proud of the work they had produced on their Chromebooks and were keen to show it off when our advisers visited. They talked about searching for images and editing to improve their work. The pupils reported that Chromebooks are now used for all subjects,which was not the case before, and found them to be most impactful in literacy and history. They talked about using Google Docs to organise their work and Canva for presentations. Many pupils said that they had gone home to do more work on projects they had started at school. The school provides Chromebooks for students who do not have access to a device at home. Children said they felt they could now do much more work on their own, instead of relying on the teachers. Some said that writing in their books was very tiring for their hands, but they were able to write more and for longer with the use of the Chromebooks. Several said they liked the ‘Check It’ function of the Read&Write toolbar, which allowed them to review and check their work. Several children reported that they liked using the headphones, particularly for the ‘Talk&Type’ (dictation) function. The Digital Leaders were keen to train Leaders in other year groups or work with other year groups themselves. They also wanted to explore how they could use the Chromebooks in other subjects such as maths. They were interested in doing assemblies and possibly training parents. The impact of where a problem meets solution The implementation of the Read&Write toolbar on Chromebooks at Parkgate Junior School has yielded positive outcomes for Year 5 students, particularly in the areas of writing, engagement, and self-esteem. After such positive results, the school is keen to continue the pilot study,
The future of science – unleashing the power of practicals
Practicals are a cornerstone of science education; a brilliant way to keep students motivated to learn while retaining the real-life impacts of what they read. Yet despite experiments being a favourite among students and teachers, practicals are consistently being deprioritised in lessons. Research from Pearson earlier this year shows that in a course of a week, 98% of science teachers observed students struggling to engage in their learning. Yet there is a clear correlation between practicals and engagement. In 2023, The Royal Society’s Science Education Tracker found that, for Years 7-9, practical work was their top motivator to learn science, while 70% of year 7-11 students reported wanting to do more practical work in the subject. Yet, under the weight of syllabus content, budget constraints and in some cases, lack of equipment, it’s no wonder that practicals are on the decline. Marry that with fewer science technicians and science teachers in schools and we have a very concerning picture. When I started over 20 years ago, there were far more established science departments with a wide variety of technicians available. Now, associate staff roles are often the first to be restructured or not replaced, and a large number of schools have a sole science technician, some of whom can be very new to the role. As educators and scientists, we know the importance of practicals – the hands-on skills that lead to confidence in handling science equipment and in many cases, providing them with key skills for the future – so it’s disheartening to see the situation we currently find ourselves in. However, there are steps we can take to ensure practical experiments appear more reliably on science timetables without substantially impacting current time demands or departmental budgets. Talk to the technician Share with technicians your plans for different units and the key outcomes you would like to achieve that term or year: it’s essential that practicals are relevant to these. The technician will be able to make suggestions for the lesson or class, explain the way they prepare the experiment and explain the resources they use, ensuring your time and budget is used correctly. Where there is capacity, assisting with practicals or demonstrations is an opportunity for science technicians to share their knowledge and expertise, offering a different perspective and potentially adding a different conversation dynamic into the lesson. Being able to interact with students in lessons raises the profile of the science technician role too. Consider different methods Science technicians will also be able to help you here but think about all the different practical methods and adaptations available. Simply using a different method could save you time and budget, allowing you to fit even more practical experiments into your academic year and allowing all students access to an engaging practical experience. Microscale practicals, for example, offer the same experiment outcomes but use a fraction of the chemicals or solutions required. Not only can they be safer to carry out, they can also help resolve issues with limited amounts of equipment, and have cost-saving financial benefits. Microscale can be particularly useful with the “disappearing cross” rates of reaction experiment where less sulphur dioxide is produced, and in Electrolysis experiments where petri dishes can be used to reduce solution volumes. Explore alternative resources To be prepared for all occasions, take the time to look at other resources available, for example videos. While videos should by no means replace practical experiments, they can be an effective resource for teachers – especially cover teachers. There are also a number of organisations who spend a huge amount of their time and finances running workshops or sessions helping non-subject specialist teachers and technicians improve their theory knowledge and practical skills. For example, in physics, The Ogden Trust and Physics Partners are great organisations to explore. The Association for Science Education (ASE) often runs initiatives too, and offers resources dedicated to practical science, as does the Royal Society. Demonstrations are just as important Don’t forget, a demonstration should always be seen as more beneficial than no activity at all. By starting a lesson with a demonstration, you are not only engaging your students from the get-go but providing visual learning opportunities that can lead to understanding of key learning objectives, where theory alone might not be fully understandable. Finally, collaborate! Sharing your own experiments and learning outcomes with others is so important. “Clinic” sessions can be held in department time meetings, or on INSET days where the science department can come together to focus on and carry out practical activities. Different groups can leave tips or feedback after carrying out experiments, ensuring that knowledge, expertise and good practice is shared. Also explore inviting a science technician to your department meetings, hosting a 15-minute slot to highlight a new activity, or giving health and safety updates. Looking outside your own school could be beneficial too. Could you share ideas and experiences within science departments among other secondary schools in the local area? Practical work forms a fundamental part of school science education, just as speaking and listening are essential parts of learning languages. In light of research showing that many KS4 students receive little ‘hands-on’ experience of practical science and complete their qualifications without developing those skills, Pearson is working with schools and experts to explore a future for science that reduces the content burden within the subject to make space for more practical science. Whilst we collectively wait with everything crossed in the hope that the sector can start to address the lack of practicals in science lessons across the country, we can also work together to ensure students today get the experiences they need for success in their future. By Paul Cook(RSciTech, Hon.FInstP) – Senior Lead Technician at ARK Burlington Danes Academy and Lead Technician for the Ark Academy network. A multi award winning Senior/Head Technician he has worked in various schools in Essex and across London and has worked for GATSBY as a Technician Advisor. Pearson is offering a range of free support resources to help students develop the knowledge and
Hot to handle – the trickiest of SATs questions
Here at BBC Children’s and Education, we want to help teachers to support their Year 6 children as they work towards SATs. We read research and reports to ensure we create content that is as useful as possible. We regularly speak to teachers too who ask for content to help with the SATs topics that children find more challenging. Here’s a run-down of five areas where we have resources that you might find useful. Problem 1: Fractions Fractions are often favoured questions from the test writers. However, many children struggle to understand fractions, especially with the different types of fractions and working with them within problems. Solution: KS2 Fractions https://www.bbc.co.uk/bitesize/topics/zhdwxnb This BBC Bitesize resource features lots of ways to work with fractions and is ideal to work through in class. There are more than 20 resources covering everything from subtracting mixed numbers to comparing fractions to fractions greater than one. Includes: maths videos, activities and quizzes to both teach and consolidate fractions knowledge Problem 2: Mathematical Reasoning Maths reasoning papers can really tax students. In previous years, concerns have been raised about their difficulty. In particular, written long-form problems with multiple steps can take pupils a long time to work through. This means they struggle to finish the rest of the paper. Solution: KS2 Maths: Using addition and subtraction in multi-step problems https://www.bbc.co.uk/teach/class-clips-video/articles/zs8gvwx This BBC Teach five minute animated video about using addition and subtraction in multi-step problems can be used to work through with the whole class. The video can be paused to allow time for the class to think about how to solve the problems. The additional teacher notes also provide suggestions for questions to ask children. Includes: Lots of multi-step maths problems to work through with engaging, animated characters. Problem 3: Arithmetic paper The arithmetic paper is quite short but packs in a lot. It means pupils need a really strong base of known number facts – times tables for example – and also good efficient written methods for the long multiplication and long division questions. Children can often struggle with finishing in the time given, so they need to be well practiced. The solution: Guardians: Defenders of Mathematica https://www.bbc.co.uk/bitesize/topics/zd2f7nb/articles/zn2y7nb Choose your character and play this interactive maths game which covers a wide range of arithmetic skills from across Key Stage 2 – just like the SATs paper will! Great for children to play for independent study in school or at home. Includes: A timer feature for certain levels to increase difficulty. Problem 3: Reading comprehension – inference In the past few years, teachers have regularly highlighted the difficulty of reading comprehensions. Many children struggle with the inference questions more than the straightforward retrieval questions. The solution: What is inference? https://www.bbc.co.uk/bitesize/topics/zs44jxs/articles/zqmyw6f This Bitesize resource delves into inference with a number of activities which are ideal for use in class or for homework. Includes: A short video about inference, multiple follow-on activities and an interactive quiz. Problem 4: Spelling, Punctuation and Grammar Teachers know how important it is to teach Spelling, Punctuation and Grammar (SpaG) ready for SATs. But with so many different elements to cover, it can start to feel very repetitive. There is always a need for new ways to cover the same content again and again. The solution: Crystal Explorers https://www.bbc.co.uk/bitesize/articles/zbm8scw This game is engaging and fun which means children are happy to play in class – and at home. Covering all aspects of SPaG, there are engaging challenges for all children. Includes: A new challenge mode allowing children to test their knowledge. As well as these specific suggestions there are lots of interactive resources available for use in school, or at home, to support revision towards all SATs papers. https://www.bbc.co.uk/bitesize/articles/zrybvk7#zs82p9q Supporting wellbeing Finally, we know that the wellbeing of children is always a concern for teachers, and even more so with the pressure of SATs. Our BBC Moodboosters resources use movement to help children to manage their feelings, learning emotional and social skills. Devised around four themes – connect, boost, imagine and recharge – the resources use physical movement to help give a sense of wellbeing. We have a special Moodboosters Live Lesson produced in partnership with Children in Need on Friday 9 May 2025 at 11am, which will include activities your whole class can join in together, such as writing down worries, gentle breathing exercises and movements to follow along with Pudsey. www.bbc.co.uk/teach Article by Alex Harris – Executive producer of BBC Teach
Astronaut Tim Peake shares remarkable space tales with pupils
A Hertfordshire school welcomed British Astronaut, Tim Peake, through its school gates recently, for a captivating live talk which gave students from schools across the region a glimpse of what it is like to live and work in space. The ‘out of this world’ interactive session saw Tim share a number of thrilling stories and insights with the students, igniting a newfound excitement for space exploration. Delighting them with some remarkable tales from his time aboard the International Space Station, his imaginative storytelling sparked a great deal of curiosity and questions amongst the students. From the excitement of rocket launches to the marvels of zero gravity and first-hand insight into what it is like to do a spacewalk, the pupils learned that being an astronaut is not just about the technical aspects. Tim was keen to emphasise the importance of teamwork and resilience too, explaining how successful space missions depend on these vital qualities. Joshua Plotkin, Director of Partnerships at Haberdashers’ Elstree Schools commented on the importance of events like these. He said: “While most of our partnership work with schools focuses on supporting the day-to-day teaching of the curriculum, we also strive to provide our partner schools with opportunities to build experiences for their students outside of the usual range of possibilities. The chance for them to come and interview the only British man ever to have completed a spacewalk was too good to resist.” During his talk, Tim also encouraged the students to dream big, work hard and quite literally, reach for the stars. His words left a lasting impact on the students and the enthusiasm and buzz in the room was electric. One student said, the talk made them think more about the world above rather than simply the one around them and inspired them to open their eyes and explore more about space through research. While another student also left the talk feeling motivated saying it had inspired them to become an aerospace engineer. “Not many people can say that they’ve had a conversation with a real live astronaut,” added Mr Plotkin. “Tim Peake’s visit to Habs may have even sparked the aspirations of a future generation of astronauts. Part of our goal for events like this is to broaden horizons and raise the aspirations of the students we work with. “Our Partnerships Programme also looks to provide mutual benefit by creating opportunities for Habs students to build their communication and leadership skills as well as their resilience and adaptability. Habs students are at the heart of the programme, with 371 of them involved every single week in the school’s partnership work; there’s no question that they get as much out of their experiences as our partner school students do.” The event was attended by pupils from Habs Boys’ and Habs Girls’ School, as well as by pupils from some of Haberdashers’ Elstree Schools partnership schools including Cowley Hill Primary School, Fair Field Junior School, London Academy, Monksmead School and How Wood Primary School.
Importance Of Outdoor Play In Colder Months
As the temperatures dip and the winter months begin, children may be less likely to do outdoor play as parents are more inclined to keep them indoors where it’s warm. However, studies have shown that outdoor play is vital for children mentally, physically and socially, no matter the season. Below we highlight the benefits of playing outside in winter by looking into the mental, physical and educational advantages. From building resilience and staying active to discovering new unique learning opportunities that only Winter can offer us. Research states that children stay indoors now more than ever, with three-quarters of UK children spending less time outside than prison inmates. This shows how most UK children are not spending nearly enough time outdoors, especially now that children have more access to technology and screens. The average child (under the age of eight) is said to spend around two hours and 19 minutes on a screen each day. Along with school, rest time and other daily activities, this is a huge amount of time in an early years child’s day. Young children spending this amount of time on screens a day can be harmed with experts stating that it can be bad for sleep habits, reduce social interaction and can damage their language development. Although time outdoors, physical activity and play are all integral for children’s development and well-being, it is also important to recognise the risks and dangers of extreme cold weather and to know when these conditions can be dangerous. Therefore we have provided tips on how to stay warm, comfortable, and safe in cold weather. Benefits Of Outdoor Play In Winter Enhances Mental Well-being During winter, when the days are shorter and darker, children can experience SAD (Seasonal Affective Disorder), much like adults, which can bring a persistent low mood, fatigue and trouble focusing on tasks. Even though it can be an unpleasant thought, actively making the time to spend time outdoors is even more crucial in winter because of the limited amount of daylight. Children will spend break times at school mostly outside, however, it is also important to continue this on weekends too. Exposure to natural daylight, even on wintery, cloudy days, helps regulate the body’s internal clock, promoting better sleep patterns which is a crucial factor for emotional stability and mental health. Winter sunlight is also a vital source of vitamin D, which supports mood regulation in children and reduces the risks of low mood. The combination of fresh air and physical activity releases endorphins, lifting low moods and reducing stress. Additionally, the unstructured nature of outdoor play nurtures creativity and problem-solving skills, particularly when children safely interact with elements like snow, ice, or frost. Boosts Physical Health Outdoor play in colder weather can strengthen a child’s immune system by exposing them to natural elements and allowing them to escape indoor germs and bacteria, and breathe fresh air. Physical activities like running and sledging help keep their bodies active, improving cardiovascular health and building strength, whilst keeping them moving and warm! The fresh, crisp air can also benefit their lungs by reducing the spread of infection and promoting overall vitality. Winter play also promotes robust physical development in children. Activities like building snowmen and climbing on snow enhance motor skills, coordination, and balance. The resistance of moving through snow or pulling sledges provides children with a workout, helping to build muscle strength and endurance. Educational Benefits Winter outdoor play offers children numerous educational benefits, such as engaging curiosity, increasing love for learning, and building on critical skills. Parents can also transform the outdoors into a natural classroom, offering unique opportunities for hands-on learning and developing scientific knowledge. Children can observe snow formations, looking closely at patterns in frost and ice, and discover different animal prints in the snow. Additionally, measuring snowfall or building in the snow incorporates maths, helping to develop problem-solving and spatial reasoning skills which is extremely beneficial for early years children. According to The Guardian, spending time outdoors enhances cooperation, reduces stress, improves concentration and evens out differences between low-achieving and high-achieving children at school. Builds Resilience And Adaptability Playing outdoors in cold weather teaches children to tolerate the discomfort of challenging weather and adapt their day to playing safely in unfavourable conditions, like changing their clothing, or moving to a different location to play more safely. Additionally, it can build emotional resilience from feelings of disappointment if they do have to change plans. It also teaches them how to navigate uncertain, icy surfaces and builds physical resilience by helping them cope with discomfort or apprehension in extreme weather conditions, rather than retreating indoors immediately. In turn, these experiences will help build resilience and adaptability, preparing them to face obstacles in life with confidence. Connecting To Nature Exploring outdoors during the colder months can help children appreciate seasonal changes and the beauty of nature all year around and not just in summer when everyone spends more time outside. Seeing how wildlife adapts to winter or discovering changes in nature, like patterns from frost and changing colours of plants, encourages a deeper connection to the natural world and fosters an interest in their environment. Encouraging outdoor play during the colder months isn’t just about having fun—it’s an investment in children’s health, happiness, and resilience. So grab those mittens and let the winter adventures begin! Staying Safe In Winter Weather While outdoor play in winter can be fun and has many benefits, it is also important to acknowledge any dangers. By staying mindful of the risks and preparing appropriately, children can enjoy the magic of winter while staying safe. Monitor Weather Conditions Cold temperatures can change quickly, especially when combined with wind chill, and in extreme conditions, could lead to frostbite and hypothermia when children are not properly dressed or stay outside for too long. So, it is vital to check the temperature before heading outside as frostbite can occur in under 15 minutes when the wind chill drops below -26°C (-15°F). Snowfall, icy rain or high winds can appear suddenly and quickly create hazardous conditions, reducing visibility and making surfaces slippery. By
Pupils in England improving in maths and science despite fears of pandemic effect
Pupils in years 5 and 9 in England have maintained or improved scores in maths and science compared to pre-pandemic results, report UCL researchers who analysed findings in the latest Trends in International Mathematics and Science Study (TIMSS). The scores go against predictions around the continuing negative impact of the Covid-19 pandemic on pupils’ achievements. Compared to the 2019 TIMSS report, published in 2020, pupils in both year groups maintained high maths scores and improved their science scores. For the 2023 report, written by UCL researchers and published by the Department for Education (DfE), over 12,000 schools in 59 countries were assessed in year 5 and over 8,700 schools in 44 countries in year 9 were tested. Global lifelong learning company Pearson carried out testing across 267 schools in England. Pupils in the highest-performing countries achieved average scores in the 600s, with most countries scoring between 400 and 600. Year 5 pupils in England scored an average of 552 in maths, which the researchers say is stable compared to 2019’s score of 556. Year 9 pupils scored an average of 525 in maths, representing a slight increase from 515 in 2019. Maths scores for both year groups have improved significantly over the last 20 years, rising from 531 for year 5 and 498 in year 9 in 2003. In science, year 5 pupils scored an average of 556, representing a significant increase from 537 in 2019. Year 9 pupils scored an average of 531, another significant increase from 517 in 2019. Year 5 scores over the last 20 years have maintained a broadly stable trend. Year 9 scores have also been broadly stable over that time, though with an unexpectedly low average score of 517 in 2019. However, the average score in 2023 was 531, much closer to the year 9 2015 score of 537. Principal Investigator (PI) Dr Jennie Golding (IOE, UCL’s Faculty of Education & Society) said: “Given that pupils in this cycle were tested just three years after the pandemic lockdowns started, we expected to see lower scores in England and indeed across most participating countries. “The fact that pupils in England have maintained and even improved their scores is down to their hard work over the last few years and the determination and dedication of their teachers in supporting learning through prolonged, incredibly difficult circumstances.” In science, year 5 boys scored higher in 20 countries. A total of 26 reported no difference and girls scored higher in 12. Year 9 boys scored higher in 12 countries, with no difference reported in 19 and girls scoring higher in 11 countries. Co-PI Professor Mary Richardson said: “Whilst the results are positive overall, the data are showing that the attainment gap between boys and girls has increased again and this needs to be investigated further and addressed in order to ensure that girls are reaching their full potential.” Internationally, countries in east Asia again achieved the highest scores, with Singapore, Chinese Taipei, South Korea, Hong Kong and Japan typically taking the top spots. England’s year 5 pupils were 9th for maths and 5th for science. Year 9 pupils were 6th for maths and 5th for science. These rankings depend on which other countries take part, but broadly, England’s pupils maintained their high relative performance in maths and improved their rankings in science. Globally, the results showed a growing attainment gap between boys and girls in both year groups, which the researchers say had nearly closed in 2019. In year 5, boys scored higher in maths in 40 countries, with 17 reporting no difference and girls significantly outperforming boys only in South Africa. In year 9, boys scored higher in 21 countries, with 17 reporting no difference and girls scoring higher in four. The TIMSS study, run by the Evaluation of International Achievement (IEA) takes place every four years. England has participated in every cycle since its inception in 1995.
Step into the world of Quentin Blake this Christmas with BBC Teach
On Tuesday 17 December, a BBC Teach Live Lesson will invite primary schools to dive into the magical world of Quentin Blake’s Box of Treasures. The lesson will focus on Blake’s classic book, Zagazoo. It’s the story of a happy couple, Bella and George, whose world is turned upside down when they receive a parcel containing a baby. Zagazoo unexpectedly transforms into a series of badly behaved animals, mirroring the various tricky stages of childhood. Together with presenters, Rhys Stephenson and Laura Hopkinson, children will explore the hidden meanings that illustrations can reveal about book characters. They’ll also learn some simple drawing techniques with the help of comic book artist, Vivian Truong, and children’s book Illustrator, Dapo Adeola. By the end of the 30-minute programme, they will have created their very own Zagazoo character, inspired by Blake’s work. Sophie Stericker, a spokesperson for Quentin Blake, said: “Quentin is delighted that his characters from the BBC Box of Treasures animation of Zagazoo will be the focus of a BBC Live Lesson. He said it was so “enjoyable to see characters from his books jumping off the pages and onto the television screen”, and now they will be jumping off the screen back onto paper, created by children all over the country. What could be better!” Alex Harris, Executive Producer of BBC Teach, said: “We’re passionate about bringing education and creativity together in meaningful ways and there’s no better way to do this than through the timeless magic of Quentin Blake’s work. Since its debut last Christmas, Quentin Blake’s Box of Treasures has been a great success and it’s brilliant to be able to expand this beyond the animated films and into the classroom for schoolchildren across the UK to enjoy. Bringing this exciting Live Lesson to audiences alongside the brand-new Box of Treasures films on iPlayer is fantastic – there’s truly something for everyone!” The Live Lesson will be available from 9am on the BBC Teach website and broadcast on CBBC and iPlayer at 11am. It will be available on-demand on BBC Teach once the programme ends. A teaching guide and activity sheets to accompany the lesson will be available ahead of the broadcast. Schools, don’t forget to email your shout-outs to live.lessons@bbc.co.uk with Quentin Blake as the subject. www.bbc.co.uk/teach
How green, natural spaces enhance student learning
By Dakota Murphey In an era where technology dominates and urban developments encroach upon natural spaces, maximising the UK’s green space has never been more important. In UK schools particularly, green, natural spaces offer more than just aesthetic charm; they play a vital role in enhancing pupils’ cognitive development, mental well-being and academic performance. Headteachers have a moral duty to uphold their schools’ appearance as well as their Ofsted ratings, and if green and natural spaces continue to wither away the premises can quickly appear sterile and lifeless. Therefore, it’s in their best interests to enhance their schools’ natural appearances as much as possible. Investing in more green spaces offers a compelling dual-pronged opportunity to do so, supporting educational developmental goals and contributing positively to the environment. The cognitive benefits of natural learning environments Research continually demonstrates that increased exposure to natural environments significantly improves pupils’ cognitive function. Being in nature has been linked to an increased attention span, creativity, and memory, often citing the therapeutic effects of nature on the brain and reduced sensory overload. Recent collated data suggests that regular access to nature can improve concentration in students, not just in school but also at home. The restorative effect that natural environments have on young minds is believed to combat mental fatigue that often occurs in traditional classroom settings. Though the reasons for how and why are still being understood, some research suggests that connecting with the environment offers several benefits, and this is helped by moving away from screens and technology that have enveloped our daily lives. Schools that have integrated natural spaces into their grounds may often witness significant improvements in pupils’ engagement and academic achievements. Spending time in green spaces can evoke a sense of calm, promote relaxation and reduce stress levels. Green spaces also boost dopamine and serotonin levels in the brain, while lowering feelings of anger, anxiety and frustration. Research has also shown that spending time in green spaces can benefit the immune system, making the body more resilient to disease. Coupling this with improved sleep quality and improved exercise routines, schools can foster a green environment that contributes positively to all of their students. Creating versatile outdoor learning spaces Forward-thinking schools are discovering innovative ways to incorporate green spaces into their existing premises. While some institutions benefit from extensive grounds, others demonstrate that even modest spaces can be transformed. For example, a well-designed MUGA (Multi-Use Games Area) surrounded by carefully planned green borders brings students closer to nature when exercising outdoors, while creating a productive natural learning zone for outdoor classroom activities. Other ideas might include small-scale allotments, gardens, or plant beds which, when utilised and cared for properly, offer students the chance to immerse themselves in their green surroundings. Even small spaces with plenty of plants and trees function as natural air filters, which is a welcome reprieve from built-up urban areas prone to excessive air pollution. At the same time, greenery can create a more peaceful and conducive learning environment for students, whether they’re involved in cultivating plants as part of school projects or simply enjoying the great outdoors. Supporting mental health and wellbeing The mental health advantages of green spaces are especially relevant today given recent growing concerns about pupil well-being in many UK schools. Access to natural environments has been shown to reduce anxiety and stress in young pupils, while a recent report by the Mental Health Foundation suggests that 70% of UK adults find being close to nature improves their mood. Government data shows a concerning trend in UK schools with 20.7% of pupils showing as ‘persistently absent’ for the 2023-2024 academic year, with more children being referred to NHS mental health services for anxiety than before the pandemic. Given these challenges, the UK government is currently assessing ways to improve children’s emotional, social and behavioural well-being in schools, recognizing this is an issue that extends beyond specific age groups. Green spaces can provide a vital place for students to ‘decompress’ and unwind, resetting comfortably between lessons. This is particularly beneficial for pupils with special educational needs or those who are experiencing elevated stress levels. Schools should encourage designated quiet areas within natural settings to help their pupils better emotionally regulate themselves, promoting mindfulness and reflection where possible. Implementation strategies for headteachers For school leaders considering how to upgrade their green spaces, several practical approaches can help. Begin with a pilot test on areas that could do with immediate restoration and see how those projects go. Even upgrading a single courtyard or garden can unlock tremendous potential for large-scale projects. If successful, work diligently to build support for larger initiatives. Involve as many people as possible in planning, designing and maintaining green spaces. Pupils, staff and even parents can all offer valuable input and ideas to cultivate sustainable, well-used facilities. Many organisations offer expertise, advice and grants for school greening projects. Tel Group’s Go Green Scheme is a good programme worth considering for current or planned projects to improve sustainability in schools and cultivate more green spaces. Design spaces that remain accessible and educational throughout the academic year. Consider covered areas and all-weather surfaces where appropriate. Looking to the future As the education sector continues to evolve, the importance of green spaces as a learning enhancement tool becomes increasingly apparent. Headteachers and education decision-makers who invest in natural environments and thoughtful upgrades to their existing infrastructure will be best positioned to thrive, fostering an environment where natural life and academic performance can both thrive. More importantly, however, the health benefits of making such upgrades will be invaluable for your students. Spending time and resources to make their learning environment more enriching and natural will benefit both current and future pupils, leading to greater all-round success for the school. Thoughtfully integrating green spaces into school grounds that nurture pupils’ physical and mental well-being should firmly be on every headteacher’s agenda for the years ahead. The initial investment in these spaces will invariably pay dividends through improved learning,