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In early years leadership, things can change quickly depending on the staff, the cohort of children and the budget. Here, Helen Pinnington shares advice on how to navigate the challenges

Encountering knowledge that provokes uncomfortable reactions can be disruptive in class. But, with the right scaffolding, students can learn a lot, say teacher educators Debra Williams-Gualandi and Elke Van dermijnsbrugge 

Plans for all pupils to study maths to 18 must address the issue of maths anxiety as this is a big part of what’s holding many children back, says Alex Quigley

As the cost-of-living crisis bites, some have questioned the use of real food as teaching resources. But do the benefits of sensory food play outweigh these concerns? Irena Barker finds out

A nativity performance is a highlight in the school calendar – and this year, Flakefleet Primary decided to do things a little differently. Headteacher Dave McPartlin explains how it worked

Many in the early years sector were unhappy with the changes in 2021 but a year or so on and desire, and energy for change, are in the air, writes Julian Grenier

The government has spent £100 million on its Teaching for Mastery maths programme, and yet, given the availability of a number of other ‘mastery’ programmes, there is confusion in schools about a clear definition of ‘maths mastery’. Kate Parker takes a look at the maths mastery landscape and the evidence behind it

Writing outcomes this year may tell a bleak story, but the situation isn’t hopeless, says Alex Quigley, with simple classroom practices able to have a big impact

With new research revealing that the number of ‘very low’ attainers in Year 2 reading has tripled post-Covid, academy trust chief Cathie Paine says the situation would be worse without teachers’ ‘colossal’ catch-up efforts

Every teacher will use scaffolding in the classroom, but often we rely on the same approaches again and again, says Rachel Ball as she explains her new method

Knowing what executive functions are (and are not) is helpful, but this bit of psychology doesn’t explain how teachers should teach, warns Megan Dixon

Finding ways to incorporate the first languages of EAL students into your lessons can provide a learning boost for the whole class, finds Megan Dixon