Free resources and prizes to inspire pupils ahead of this summer’s UEFA Women’s EURO 2022
Primary and secondary schools can now download an extensive programme of free cross-curricular resources to inspire pupils as the nation counts down to the UEFA Women’s EURO 2022 tournament on home soil this summer. One lucky school will win a Q&A session with an England player, while other top prizes will be given out to schools in the lead-up to the first match of the tournament on 6 July. England Women’s Leah Williamson and Demi Stokes have already surprised a school from two of the tournament’s host cities, Manchester and Milton Keynes, as both classes were busy taking part in challenges from the UEFA Women’s EURO 2022 Schools Programme. The tournament resources, for KS2 and KS3, have been developed and tested by teachers and encourage teamwork, creativity and a love of sport. The activities, which cover subjects including PE, English, Maths, PSHE, Science and Art & Design, can be differentiated for pupils of varied abilities or with SEND and can be used in the classroom or at home. They include: ● An assembly to build young people’s excitement about the tournament that includes an interactive quiz ● A Challenge Pack with 23 bite-size activities, including how to make a mini stadium out of recycled materials and how to write a motivational speech as a team captain ● A Reading Challenge with the National Literacy Trust which contains a wall chart for young people to discover their class’s favourite book ● PSHE lessons for KS2 and KS3 that focus on topics such as teamwork, resilience and a growth mindset ● A tournament journal for young people to record their experiences and share their highlights To download the resources and stand a chance of winning a Q&A with an England player, as well as many other prizes, register at www.weuro2022schools.com by 18 February 2022. England Women’s Leah Williamson said: “Many of us players discovered our love for football at school, so we know first-hand what an important role teachers play when it comes to instilling a passion for the game and developing the skills we need. “We’d love as many pupils and schools as possible to enjoy the UEFA Women’s EURO this summer, especially since this year it’s on home soil. The Schools Programme is packed full of resources to inspire pupils in the lead-up to the tournament and beyond.” “I loved surprising the school last week – the pupils are from my hometown of Milton Keynes. It’s great that they’re able to learn more about women’s football and UEFA Women’s EURO 2022 – especially as they have group tickets to some of the games on their doorstep at Stadium MK. “It’s so important to inspire the next generation of female athletes, so I hope all schools get involved with the Schools Programme and provide a lasting legacy.” Samantha Rosehill, Assistant Headteacher at Alma Primary School in London, said: “The UEFA Women’s EURO is a really special event this summer, not least because they’re being played at home. This is a great opportunity to turn the tournament into an enjoyable learning experience for children, even those who aren’t football fans. “I’ve gone through the resources and am excited about using them. They cover a wide range of the KS2 curriculum, including English, PE and PSHE, and they focus on the importance of mental health and wellbeing, as well as physical health. They can also easily be differentiated for varied ability levels and those with SEND.” The UEFA Women’s EURO 2022 takes place in England in July and is due to be the biggest European women’s sport event ever. 16 nations will compete across 10 venues, in nine host cities, all kicking off on 6 July at Old Trafford, with the final at Wembley Stadium on 31 July. Schools can purchase group tickets for UEFA Women’s EURO 2022 up to 8 February, using code SCHOOLS www.uefa.com/womenseuro/ticketing/
Educators celebrate a new route into teaching offered by Tes during National Apprenticeship Week
Tes, the largest Subject Knowledge Enhancement provider and fifth-largest qualifier of teachers in England, is celebrating an innovative route into teaching and a way to upskill and professionalise Teaching Assistants (TAs), as part of National Apprenticeship Week (7th – 13th February). Tes launched the Postgraduate Teaching Apprenticeship and the Teaching Assistant Apprenticeship last September and the first learners are almost halfway through the programmes right now. In most cases, the cost of these education apprenticeships is almost completely covered by the government – there’s no cost for the school to pick up. And the apprentice doesn’t have to pay anything either – it’s a real win-win. The Postgraduate Teaching Apprenticeship is a nationally recognised, Level 6, 15-month course, giving graduates all the skills they need to start teaching and awarding them Qualified Teacher Status (QTS) at the end. Apprentices train in school, participate in online learning and receive support from a Mentor in school and a Pathway Tutor. Meanwhile the Level 3 Teaching Assistant Apprenticeship is a 21-month course giving Teaching Assistants the pedagogy and expert support they need to carry out their roles in mainstream or specialist settings, while improving pupil achievement. Most schools will have the course fees paid for by the Government, thanks to the Apprenticeship Levy. Even those that don’t pay the Levy will only have to pay 5% of the course fees, while the Government will pay the remaining 95%. Both courses are incredibly flexible, shaped to the requirements of each learner and have rolling start dates throughout the year. While schools across the country are struggling to recruit enough teachers and the pandemic has again demonstrated the amazing work done by teaching assistants in the classroom, these innovative routes into education could save schools thousands of pounds and provide the next generation of educators. Ian Hunter, Global Director of Tes Institute said: “At Tes we believe in the value of great teachers and TAs. The Tes Institute has long been associated with high quality post graduate teacher training courses. Our apprenticeships for teachers and TAs now offer a new way for schools to build their workforce for the future, develop the skills of their talented existing staff and help to recruit new ambitious employees. They can do all this at no or very little cost, thanks to the Apprenticeship Levy, so this really represents a golden opportunity for schools.” The apprenticeship courses are delivered using a blend of online learning, in class and face-to-face training, supported by a pathway tutor who has relevant experience in the classroom. Ben Crane is a trainee maths teacher, undertaking the Postgraduate Teaching Apprenticeship at Millbay Academy in Plymouth. Jason Trevarthen, Senior Deputy Headteacher and Head of Secondary at Millbank Academy, has been pleased with this innovative way of training a new teacher at the school. Jason Trevarthen said: “This programme is supporting continual staff and Millbay Academy improvement, as well as Ben’s development as a teaching professional. “As an apprentice in the Academy, Ben is working and developing skills in the classroom, linking theoretical aspects of teaching to practical delivery. Under the guidance of expert teachers at the Academy, enhanced by additional learning through the Tes programme, Ben is quickly improving his teaching expertise. I would recommend the Postgraduate Teaching Apprenticeship to other schools who are keen to develop the next generation of teaching talent.” Ben Crane said: “As a route into teaching, my Postgraduate Teaching Apprenticeship has been incredibly worthwhile and fulfilling. It’s allowed me to develop as a teacher, gain required qualifications and progress my teaching career without fees, gaining valuable classroom experience straight away.” Tara Wright is a Teaching Assistant Apprentice at Pakeman Primary School in Islington, London. Tara said: “I previously worked in hospitality but had always wanted to work in childcare. Following jobs in a playgroup and as a lunchtime supervisor in a primary school, I was offered the chance to be a TA working with a child with Special Educational Needs. I have now started the Level 3 Apprenticeship with Tes – it’s given me the chance to learn more skills and become much more confident as a TA. I’m now taking the lead in my year group for children with healthcare plans – this qualification is really helping my career. The school is showing that they believe in me by supporting me through the apprenticeship programme.” The Tes Teaching Apprenticeships are awarded by NCFE, an educational charity and leader in vocational and technical learning. David Gallagher, NCFE’s Chief Executive commented: “At NCFE we believe that the quality of teaching is the single most important aspect of any learning experience. We simply cannot create transformational learning experiences without inspiring practitioners, so we’ve got to invest in our frontline workforce in education to help our educators be the best they can be. These new Teaching Apprenticeships offer an incredibly flexible way to do that, and crucially broaden opportunities for more people to get into teaching and TA roles. “The impact of these apprenticeships will resonate for years to come, with the potential to inspire and create future generations, whilst creating prestige for apprenticeships which will both positively impact the economy and promote social mobility. We know there is a shortage of teachers across the UK, and this is one very accessible and cost-effective way to help.” National Apprenticeship Week (7th- 13th Feb) is shining a light on these new Teaching Apprenticeships with the hope to raise awareness of this incredible cost effective and flexible way of getting more people into teaching. There are many activities the week including ‘Ask an Apprentice’ where people can ask the Tes Teaching Apprenticeship Course Directors and Pathway Tutors anything re this route, or even chat with current Teacher Apprentices to get advice.
Children invited to ‘Boogie with the Bard’ for Shakespeare Week
Shakespeare Week, the annual national celebration of Shakespeare in primary schools, is back for another year of Shakespearian fun. This year children across the nation are invited to ‘Boogie with the Bard’ in an exciting programme of Shakespeare-inspired activities, challenges and events to be enjoyed in school, at home and at the Shakespeare Family Homes in Stratford-upon-Avon. Organised by the Shakespeare Birthplace Trust, Shakespeare Week 2022 runs from 21 – 27 March and carries the theme of movement and dance, using sport, dance and leisure in Shakespeare’s time as inspiration for an exploration of our physical wellbeing. Shakespeare mentions nearly 50 different sports and games in his plays, including archery, fencing and even football and tennis. In line with the Birmingham Commonwealth Games, this year’s programme offers plenty of Shakespeare-themed activities and events for children to get active, including dance and circus skills performance based on The Tempest at the Birmingham Children’s Library, a Shakespeare-inspired workout led by CBeebies presenter Ben Cajee and the Shakespeare’s Eleven fantasy football-themed literacy resources developed by children’s author Matt Oldfield. Sally Gray, education officer at the Shakespeare Birthplace Trust, said: “Building on the success of last year’s programme of wellbeing activities we want children to make the links between their physical and emotional wellbeing, something Shakespeare understood and wrote about over 400 years ago. For Shakespeare Week this year we will be encouraging children to take part in active learning experiences inspired by Shakespeare’s words and the stories he tells. “As well as creative storytelling through dance and movement children will have the opportunity to learn about sport, dance and leisure in Shakespeare’s time through an online exhibition that showcases some of the treasures in our collection. As always, Shakespeare Week 2022 will make the nation’s favourite playwright exciting and accessible to a whole new generation.” Shakespeare’s own story and his timeless works are amongst the most powerful and profound avenues for understanding ourselves and our experience in the world. This year’s theme is designed to offer teachers, home educators and parents with valuable cross-curricular resources and activities, using Shakespeare’s works and his language to inspire children to enjoy Shakespeare in fun and meaningful ways. All of the resources are available free of charge at www.shakespeareweek.org.uk. Highlights for Shakespeare Week 2022 Daily Broadcasts Launching Shakespeare Week on 21 March is a special BBC Teach Live Lesson broadcast for 7-11 year olds from Shakespeare’s Birthplace in Stratford-upon-Avon. Watch children become history detectives, examining real historical sources to learn about Shakespeare’s life story and the times in which he lived. PLUS – tune in to inspiring broadcasts hosted by celebrity guests including a draw-along workshop with Horrible Histories illustrator Martin Brown and meet our Will Shakespeare puppet in Will’s Workout Warriors, hosted by CBeebies presenters Ben Cajee and Joanna Adeyinka Burford and puppeteer, Warrick Brownlow-Pike. Competition How do you ‘…still your beating mind’? (The Tempest, Act 4 Scene 1) Children age 4-11 are invited to take part in an exciting competition to explore Shakespeare’s words and think about how physical activity can support their emotional wellbeing. From football to yoga we want to hear how children calm their minds. Supporting the competition are CBeebies presenter Ben Cajee and children’s author Marcia Williams, who have prepared their own responses for inspiration. It could be a song, a video, piece of creative writing, poem, poster or artwork. Full details are available at www.shakespeareweek.org.uk/competition. Stratford Celebrations – 26 & 27 March At the heart of the celebration is a weekend of family fun at the Shakespeare Family Homes in Stratford-upon-Avon, with a lively, action-packed programme of events paying homage to Shakespeare’s life, works and times. Pick up a sword and hone your stage-combat skills at Shakespeare’s Birthplace. Explore the magical world of A Midsummer Night’s Dream through dance, and play your part in an interactive re-telling of The Tempest at Shakespeare’s New Place. Join the circus at Anne Hathaway’s Cottage, testing your balance and co-ordination and learn how to juggle, diablo and plate-spin. All activities are free of charge and included in admission. Advance ticket booking is encouraged to avoid disappointment www.shakespeare.org.uk. Other activities happening throughout the week include: Walk the Shakespeare Mile – on Friday 25 March schools across the UK will be striding out with Shakespeare in a challenge to walk a mile dressed as Shakespeare characters. Can you stomp like Caliban, or flit like Titania? We can’t wait to see your photos – tag us on Twitter #ShakespeareWeek Time to Play – an online exhibition inspired by sport and leisure in Shakespeare’s time curated by author Marcia Williams Shakespeare Week in libraries – a number of libraries will be hosting their own Shakespeare Week activities based on A Midsummer Night’s Dream. Look out for details at your local library. Shakespeare Week is developed by the Shakespeare Birthplace Trust’s award-winning learning team, and supported by Arts Council England. Each year over 2 million children enjoy Shakespeare Week, which provides teachers, home educators and families with free tools to take Shakespeare into their classrooms or homeschooling, across every subject in the curriculum. For more information see www.shakespeareweek.org.uk and @ShakespeareWeek.
New research reveals the best way to solve the teacher shortage crisis
A new report has claimed that investing in teacher training would be more effective than seeking to recruit thousands of new ones. The research for education charity PTI – formerly The Prince’s Teaching Institute – argues that the additional cost of embedding 35-hours of high-quality professional development a year for all teachers would likely be offset by improved teacher retention rates. Existing research confirms that this additional training could result in an increase in retention rate of 2%, equivalent to approximately 12,000 teachers per year. This would go a long way towards solving the teacher supply crunch currently facing the education sector. As well as needing to replace the 15,000-20,000 teachers that leave the profession each year, 11,000 additional teachers are needed in the secondary sector over the next three years to deal with an extra 160,000 pupils who will enter into state funded secondary schools. High quality professional development has been proven to deliver other benefits too. Teachers develop their personal and professional skill set, grow their subject knowledge and expertise, and it encourages them to become more effective and enthusiastic leaders. The National Association of Head Teachers state that high-quality Continuing Professional Development (CPD) can improve teachers’ wellbeing and encourages more experienced teachers to remain in the profession. This provides a more stable learning environment for teachers and boosts learning outcomes for pupils. The report states that “While the definition of high-quality CPD is still subject to debate, there seems little doubt that both the quantity and quality of CPD provision in England could be significantly improved.” Professional development also provides long-term benefits for the labour market. Research from the Education Policy Institute suggested that embedding 35 hours of CPD for teachers could increase the lifetime earnings of the average student by around £2,300. As a society we profit from this investment, because when applied across the country for a 10-year period the benefits were estimated to be nineteen times higher than the £4bn total cost of the policy. Chris Pope, Co-Director of the PTI, said: “We know from the teachers we work with that good professional development not only inspires them to become more inspiring teachers, but also encourages them to remain in the profession despite all the challenges they face. The Pro Bono Economics report provides financial justification for our work, and a strong argument that schools and government should be investing more in teachers’ professional development. Good CPD benefits teachers and students, and this report confirms that it makes economic sense too”. Jon Franklin, Chief Economist at Pro Bono Economics, authors of the report, said: “The education sector in England is facing a teacher supply crisis that has not been helped by the added pressures exerted on teachers and pupils by the pandemic. Consistent annual shortfalls in secondary school teacher recruitment over the last decade mean the gaps are too large for the sector to recruit its way out of this problem. “There needs to be greater focus on retaining the thousands of teachers that leave the profession each year. Continuing professional development is a key tool for helping to keep teachers in the classroom. Our analysis suggests that increasing the provision of CPD for teachers would prove cost-effective for the government, with the benefits from retaining teachers outweighing costs within two to three years.” Pro Bono Economics is a charity that uses economics to empower the social sector and to increase wellbeing across the UK. The full report can be read here https://www.probonoeconomics.com/learning-to-save-teacher-cpd-as-a-cost-effective-approach-to-improving-retention
New films for teachers and young people to explore LGBTQ+ issues
Education charity, Into Film, has launched a curated programme of films, resources and exclusive collaborations with LGBTQ+ organisations such as Stonewall, Mermaids and Brook ahead of LGBTQ+ History Month in February. The collection is available for educators on Into Film+, the only free* and rights-compliant film streaming service for UK schools. This comes at a pivotal time for LGBTQ+ issues within education. Whilst the subject is now integral to the curriculum as part of Relationships Education for primary students and Sex and Relationships Education for secondary ones, recent research* from LGBT+ charity ‘Just Like Us’ found that only a third of teachers felt ‘completely comfortable’ teaching the subject and one in five felt ‘uncomfortable’. Meanwhile, a poll of secondary students* from the same charity found that nearly half of young people had received little or no positive messaging at school about being LGBT+ in the past 12 months. Into Film’s programme aims to help educators feel confident in exploring lesbian, gay, bi, trans, queer, questioning and ace spectrum experiences, not just across February, but every day. Meanwhile, crucial contributions from experts and individuals in the LGBTQ+ community mean that the accompanying resources and videos for each film can speak with authority on how to inspire and educate young people across the UK as well instigate and normalise peer-to-peer discussions around this subject. Into Film engages with over half of UK schools and offers trusted, free educational support for teachers, advocating the use of film as a powerful tool for learning. The programme is aimed at 11-19-year-olds and includes the following films, resources and additional content: • Love, Simon (cert 12) – accompanied by a film guide and exclusive content from Stonewall who provide an introduction and a closer look into the film’s themes • Pride (cert 15) – accompanied by a film guide and two exclusive videos from curation experts at Into Film. • Philadelphia (cert 12) – accompanied by a film guide and exclusive content from The Terrance Higgins Trust who provide an introduction and Q&A about misinformation and the progress of AIDS/HIV. • Tomboy (cert U) – accompanied by a film guide and an exclusive video from Mermaids (coming on February 3rd) discussing the film’s key topic of gender identity and an overview of the use of personal pronouns. • Pariah (cert 15) – accompanied by an exclusive video from youth sexual education organisation, Brook, who provide an introduction and deeper dive into some key issues within the film including ‘coming out’, knowing your rights and how to find support from friends and family. • Tangerine (cert 15) • All About My Mother (cert 15) – accompanied by a film guide. • The Imitation Game (cert 12) – accompanied by a film guide and LGBTQ+ assembly resource. • Tokyo Godfathers (cert 12) – accompanied by a film guide. • One Year – a youth made short film about Ben Hodge’s personal experience of transitioning. Ben’s inspiring film won Best Documentary at the 2020 Into Film Awards. Filmmaker Ben Hodge commented on the importance of having LGBTQ+ films and resources easily available in the classroom: “Showing young people LGBTQ+ films and media in the classroom is only going to create a more positive and open environment for self-exploration and self-expression. In school, if my teachers had access to and utilised the resources and films that are on offer, I probably would’ve had better mental health, greater understanding of myself, and I wouldn’t have had to hide myself around peers who don’t understand what it is to be LGBTQ+. Encourage conversations about what that means as well as what self-expression and understanding looks like – it will really create a more inclusive community within your school”. Into Film has also worked closely with Iris Prize and produced a collaborative educational resource focusing on five short films from the Iris Film Festival that explore themes of trans issues and inclusion. These include Between Us, Dawn, Something About Alex, Take Your Partners and Tomgirl. The accompanying resource was funded by Ffilm Cymru Wales and is available in English and Welsh. Short films are a great way of using film in the classroom when teachers don’t have the time to watch a full-length feature. Into Film+ also includes collections of short films that explore a variety of LGBTQ+ stories and narratives including Crocodile, Half A Life, Turn It Around, In Nature and The Son’s Name. Finally, several short films are available in collaboration with Peccadillo Pictures including Closets, Silly Girl, Happy & Gay, An Afternoon, Run (A)way Arab and Sign. Peccadillo is an award-winning UK film distributor of Art House, LGBTQ+ and International Cinema. For further information about the LGBTQ+ programme and signing up to Into Film+ – https://www.intofilm.org/lgbtqplus Into Film and the Into Film+ streaming platform is supported by the BFI using National Lottery funding, thanks to National Lottery players, and the UK film industry through Cinema First. The National Lottery raises £36 million each week for good causes across the UK. *Into Film+ screenings of Filmbankmedia’s films for an entertainment or extra-curricular purpose require a Public Video Screening Licence (PVSL) from Filmbankmedia. State-funded schools in England are covered by the PVSL. *Just Like Us Teacher Research – https://www.justlikeus.org/single-post/one-in-five-teachers-uncomfortable-discussing-lgbt-topics-with-pupils *Just Like Us Student Research – https://www.justlikeus.org/single-post/lgbt-young-people-mental-health-coronavirus
Schools urged to sign up for NSPCC maths fun day
Primary and secondary schools are invited to sign up for the NSPCC’s Number Day, which will take place next week. Number Day is an annual fundraising event that sees teachers and pupils raise vital funds for the NSPCC so it can continue its important work to protect children from abuse and support them with any issues they may face. This includes the charity’s Childline counselling service which has been a lifeline for thousands of children since the coronavirus pandemic began in March 2020. The service’s frontline volunteers have been an essential listening ear for those who have struggled to cope with the challenges they’ve had to face including worries about the virus, school closures and many have spoken to our volunteer counsellors about the impact the pandemic has had on their mental health. The service has also provided vital support for children in homes that are not safe and whose access to the usual support networks was reduced. It is free for any school to sign up to Number Day and there’s still time to get involved. The maths themed fundraising day on February 4 will see hundreds of schools across the UK will come together for a day filled with fun educational maths activities. Once registered, the NSPCC will send each school everything they need to make their Number Day a success. This will include resources that can be used in the classroom, including games and activities such as Buddy’s Key Challenge. This features the NSPCC mascot Buddy the speech bubble, which pupils may recognise from the charity’s Speak Out. Stay Safe assembly. For this challenge, pupils complete maths puzzles to create a key which can unlock a door so the charity’s mascot Buddy can visit your school. They will also be sent tips and ideas on how to fundraise, resources to help promote Number Day and teachers will have access to a wide range of games and tasks. This includes information on keeping children safe from harm and supporting your schools safeguarding, as well online safety quizzes that can be used with pupils of all ages. NSPCC Fundraising Manager, Katie Fudge said: “After the challenges of the past 18 months and the disruption that children have faced, we hope that Number Day will be a day of fun that children look forward to. “I’d encourage any school that hasn’t already signed up to visit the NSPCC website and get involved. “The fallout of the pandemic has been huge for children and young people and by fundraising for the NSPCC through Number Day, your school will help our staff continue to be here for those facing abuse, neglect or struggling with their mental health. “I’d also like to thank all our partners that have helped with the resources for Number Day this year including Maths Circle, Man Group, Oxford University Press and Maths on Toast.” To sign up to take part in Number Day, all you need to do is visit the NSPCC’s website and search for Number Day and fill in your school’s details using the registration form.
Spellzone: The English Spelling Resource Created for Online Learning
What is Spellzone? Written by a dyslexia specialist, Spellzone is an online spelling resource that unlocks the mystery of English spelling and adapts to students of all abilities. Students can work on tailored learning pathways at their own pace and on any device. Time-saving reporting tools allow teachers to monitor progress and evaluate student activity with just the click of a button. Spelling Ability Test and Course Pathway The Spelling Ability Test and Course Pathway provide students with a guided experience through Spellzone, keeping them on track with minimal teacher intervention. “The Course Pathway personalises learning for the children, saving the teacher hours of work in preparing individual resources,” says Anna Hughes, Head of English, St Hugh’s School Spellzone uses the Spelling Ability Test to identify any gaps in student knowledge and then calculates a Course Pathway indicating which units should be studied. Students are retested periodically, and their Course Pathways are updated to reflect new learning. “The programme really can be tailored to suit individual needs,” says Pauline Guinan, Y5 and Y6 Teacher and SENCo, Sheering Church of England Primary School. “The resource allows every student to work at a level that has been set according to their individual strengths and needs. This means children whose spelling ability is strong don’t have to slow down and those with weaker spelling don’t struggle to keep up. They are all learning at the same time, at their own unique pace. Everyone is equal.” Spelling Courses The entry-level Starter Course consists of eight units and uses multi-sensory activities and tests to teach basic phonics rules. The Main Course covers all the English spelling rules and their exceptions in 36 units made up of learning tips and multi-sensory spelling activities. Basic concepts taught include vowels, consonants, syllables, prefixes, and suffixes. Students are tested in different ways throughout the course. “The site is appealing and easy to navigate. The definitions, practise sessions (Look, Say, Cover, Write, Check), and the games reinforce the relevant spelling pattern superbly – it is everything I need in a busy classroom environment. “ Siobhan Moulding. Class Teacher Thomas A Becket Junior School Word Lists Teachers and students can use over 1.8 million pre-loaded word lists in a variety of spelling activities, word games, and printable worksheets. Word lists can be translated into over 90 languages. Teachers can adapt any word list to suit their specific needs or create their own word lists for different school subjects and spelling abilities. Spellzone creates dynamic word lists for each student based on the words they spell incorrectly in spelling tests. Students can also create word lists for their own practice. “Spellzone broadens their vocabulary significantly, improving comprehension and attainment across subjects.” Anna Hughes, Head of English St Hugh’s School Classroom and Homework Tasks Teachers can set the Spelling Ability Test, any Spellzone unit, and any Spellzone word list as a classroom or homework task for individual students, for a class, or for the whole school. Spellzone automatically marks all tasks and provides teachers with easy-to-analyse results. “The ability to find specific content for individual students and tailor learning support accordingly is superb. We’re very keen to make sure that work is specifically targeted to relevant age groups, and Spellzone makes this very easy to do. Being able to set tasks is another great tool, as it allows staff to set and mark homework quickly and easily.” Alison Ridyard, Director of Literacy King’s Leadership Academy Results and Evaluation Spellzone logs all student activity in real time and teachers can map student progress against National Curriculum requirements. Teachers can download a variety of reports to evaluate student success – perfect for parents’ evening and review meetings! “His standardised score has risen from 99 to 131. This is a truly phenomenal result. I just wanted to share the best result I have ever seen.” Terrie Penrose-Toms Casterton College Training and Support Spellzone is always happy to help with any queries or problems. Teachers can book free online training sessions at any point. “Thank goodness for Spellzone during this remote learning phase. The site is easy for students to navigate independently and they’re really enjoying the activities and spelling games. You get an awful lot for your money with Spellzone. Really reassuring is the very prompt response with helpdesk queries. I’ve very rarely needed the helpdesk, but when I have, the issue has been addressed and sorted within a very short time.” Sarah Taggart Oasis Academy Lord’s Hill Looking to boost student spelling? Keen to reduce teacher workload? Begin your Spellzone story today with a free 30-day trial for your school.
Major study shows staff wellbeing in schools is on a knife edge
Teachers are reeling from the shock of the pandemic as the continued pressures on them are taking a lasting toll on their wellbeing, according to the latest Tes Staff Wellbeing Report. Worryingly, just 38% of the UK teaching population surveyed feel confident in their roles. The report shows how school staff are battling unmanageable workloads exacerbated by inadequate resources and a lack of flexibility, as well as limited opportunities for career development. Poor school staff wellbeing could lead to absenteeism, long term sick-leave or even valuable school staff quitting the profession. These all have serious implications on student outcomes, fellow teachers, and can also prove costly for already cash-strapped schools. The concerning conclusions of the 2022 Tes Staff Wellbeing Report include: Self-belief among school staff has taken a major blow, with now only 38 per cent of UK respondents saying they feel confident performing their role, compared with 79 per cent in last year’s Tes survey. 67 per cent of UK teachers said their workload simply isn’t manageable – much higher than the international average of 36 per cent across the survey. Almost half of school staff said they feel they don’t have a voice about how things go at their school, and a similar number said they feel they don’t have the autonomy to make decisions. This is particularly true for teaching staff: 57 per cent of teachers and 41 per cent of middle leaders said they lack autonomy. 47 per cent of UK respondents said there aren’t opportunities for them to develop in their current position, with only a fifth (22%) feeling that there is. School staff are enjoying their work less. More than half of those surveyed said they do not find work fun, with less than a fifth saying that they do (down from 45 per cent last year). While 81 per cent of UK respondents said that they get a sense of belonging to a team in their current roles, only two-fifths of those surveyed said they feel that their colleagues care about them. This is a substantial drop year-on-year; in 2020, the majority of respondents (66 per cent) said they felt their colleagues care about them. Tes Senior Analyst Grainne Hallahan said: “This report shows the damaging effects of the pandemic on the wellbeing of school staff are going to be with us for some time. Teacher wellbeing is on a knife edge as they struggle with increased demands, mounting workloads and a real lack of good CPD. Staff in schools are enjoying their work less and most don’t feel valued as part of a whole school team. “These are worrying findings for schools, but these problems are not insurmountable. By offering staff the right support, training and knowledge that their voices are heard and understood, senior leaders have the opportunity to inspire a dramatic shift in wellbeing at their schools, with all the benefits for teacher retention and pupil outcomes that will bring.” Sinéad Mc Brearty, CEO of Education Support, a charity dedicated to supporting the mental health and wellbeing of staff in schools, colleges and universities, said: “School staff continue to display an incredible capacity for adaptability, focus and resilience. But teachers and other school staff are struggling with heavy and intense workloads. They are struggling with work-life balance and often don’t receive enough of the right support. “This report sheds light on the severe impact of the pandemic on the teaching profession. Wellbeing has to be at the heart of our education system, and a central part of the education recovery agenda. Proper recognition of the importance of teacher mental health is essential to support the people who are responsible for teaching and inspiring our children. Katie Shearer, a principal teacher at St Patrick’s Primary School in Glasgow was featured in the Tes Staff Wellbeing Report. She said: “The vocational commitment of teachers should not then be used as a vehicle to overwork, guilt trip or compromise teacher mental health. Our commitment to the profession at times can leave us feeling very self-critical, under pressure and trying to manage an overwhelming amount of stress. If practitioners want to be able to make a real difference, our health and wellbeing needs to be a priority, now more than ever.”
Play and arts therapy experts Clear Sky are helping children boost their mental health
At least three children in every UK classroom will have a diagnosable mental health difficulty. Many more will be struggling with psychological difficulties which impact on their learning such as anxiety and low self-esteem. Play & Creative Arts Therapy creates a safe environment for children who are finding it difficult to explore and express themselves, through the language of play. By also offering support to parents, and providing professionals with specialist skills we can help parents and carers to better understand the emotional needs of the children in their care and attend to them appropriately. Ultimately this leads to improved emotional wellbeing and increased resilience putting them in good stead for a happy and healthy future. Clear Sky Children’s Charity are experts in Play and Creative Arts therapy. We work in schools providing 1:1 and group therapeutic interventions to children who have experienced trauma, or who may be experiencing emotional or behavioural problems. All of our sessions are child-led and are delivered by experienced and fully qualified Play and Creative Arts professionals. We support schools through our Attachment-Play based learning programmes and offer a range of CPD in-school training which is supported in turn by our online ‘Emotionally Healthy Schools’ framework; giving settings the opportunity to embed the principles of good emotional health to support their entire community through the use of resources, games and videos. We work with groups of parents and in groups of parent-child together to help strengthen the important relationship between child and carer through the medium of Play. At the beginning of lockdown as this face to face support was not possible, we created a 94-page practical Parents Play Kit, full of ideas for parents to use at home with their child to build and strengthen communication, understanding and empathy, and create time and space for parents to connect with their child. Our Play Kit was downloaded thousands of times and made available in print for therapeutic practitioners and professionals working with children. We work with the National Education Union as part of their CPD programme, delivering our Space to Shine programme for NQT’s and experienced teachers alike where we enable professionals to practice play! Finally, we provide support for those professionals who are working within the therapeutic sector to enable them to access the very latest research, resources and learning through our online membership body ‘The Institute for Play and Attachment’. Our aim is to support all children to survive and thrive through ‘The Power of Play’! To find out about how Clear Sky’s services and to download a copy of our Parents Play Kit, or to enquire about our school training and resources, please visit our website: www.clear-sky.org.uk or email us at: info@clear-sky.org.uk