Guidance, ideas and examples to support schools in developing their curriculum, pedagogy, enrichment and support for more able learners, within a whole-school context of cognitively challenging learning for all. Includes ideas to support curriculum development, and practical examples, resources and ideas to try in the classroom. Popular topics include: curriculum development, enrichment, independent learning, questioning, oracy, resilience, aspirations, assessment, feedback, metacognition, and critical thinking.
Posted By Anjali Patel, Centre for Literacy in Primary Education (CLPE),
04 June 2025
Updated: 04 June 2025
Anjali Patel, Lead Advisory Teacher, Centre for Literacy in Primary Education (CLPE)
The Centre for Literacy in Primary Education (CLPE) is an independent UK charity, and English Association, dedicated to raising the literacy achievement of children by putting quality literature at the heart of all learning.
It is a charity with a national and international reputation for providing excellent literacy training and resources for primary schools, based on extensive research and best practice.
CLPE’s core beliefs and mission align with those of NACE in that we believe it is every child’s right to achieve and to be given the opportunities and experiences necessary to thrive.
What is Power of Reading?
CLPE’s research around the importance of using quality texts as the basis for English planning and quality teaching, and to provide reflective professional development, is embodied in our flagship training programme: the Power of Reading.
Built on 50 years of CLPE’s research, the Power of Reading explores the impact high-quality literature has on children’s engagement and attainment as readers and the link between reading and children’s writing development, supported by creative teaching approaches to develop a whole-school curriculum, which fosters a love of reading and writing to raise achievement in literacy.
In short, we recommend the kinds of books that provide challenge and opportunity for sustained shared study in whole-class English lessons with detailed teaching sequences that enable teachers across all primary Key Stages to work in depth with the best children’s literature being published today.
When ‘broad and balanced’ became overloaded and surface-level
So why do we believe should Power of Reading be at the heart of any English curriculum?
At CLPE, our school members are integral to our work. We benefit from thousands of schools and teachers being part of that CLPE community and this means we can draw on our relationship with and research in these schools to design professional development programmes and teaching resources that remain relevant.
The Power of Reading programme is refined each year, informed by the evaluations of participants and to take into account new research or statutory guidance or developments from the DfE and Ofsted and to support our schools to interpret and implement policy and guidance with confidence and integrity to what we know works.
In recent years, the issues raised with us by teachers and leaders on our INSETs and training sessions has been overridingly related to concerns around understanding how to use language to communicate meaning and for effect, both orally and in writing; and in editing, refining and response to writing. Perhaps their views resonate with you?
“Children are not motivated to edit their work beyond proofreading for spelling or other ‘surface features’.”
“There is so much curriculum content, we are teaching too much at a surface level rather than teaching at depth, particularly in writing.”
“The EYFS curriculum is too constrained for periods of sustained shared thinking to happen. Reduced time is spent at play, with more carpet time ‘sitting and listening’.”
“Responses to texts don’t have depth, children aren’t able to go below the surface and be reflective and evaluative.”
“Some set structures and routines, e.g. ‘we have to do writing every day’, ‘we have to do grammar on a Wednesday’ are barriers to developing effective practice, particularly in writing.”
“Not enough time and expertise in how to respond to writing as readers (teachers and children) – text references are features-based, not drawing on language and composition for effect.”
Providing depth to close the disadvantage gap
It is interesting to explore these commonly shared views through the lens of inclusion and to make the connection between being ‘more able’ and the kinds of experiences that lead to this opportunity to thrive and become highly literate.
Children from privileged backgrounds are more likely to experience the kinds of book ownership and book sharing experiences that support them to deepen their reader response and understanding of the world so that – in school – they can begin to explore how authors, illustrators or poets can achieve this response and how they themselves can make meaning for a reader in their own writing.
Children from disadvantaged backgrounds are more reliant on classroom routines and resources to be able to access and make connections with high-quality, representative children’s literature; to engage in daily book sharing experiences; develop deeper reader response through sustained book talk; and, as Frank Smith (1982) put it, ‘join the literacy club’ (1).
If teachers are saying they are constrained by an overloaded curriculum or lack opportunity to develop subject knowledge through quality professional development (2), the English curriculum will become increasingly disjointed and ‘surface’ level with a disadvantage gap that grows ever wider. When what all teachers want is to give every child the opportunity to work at greater depth whatever their starting point.
The last thing we want is for only privileged children to be afforded the benefits of challenge and so we must provide an equitable curriculum that enables all children to be motivated to make and create meaning with rich texts through non-reductive teaching approaches and with expert teachers.
And this is why we believe at CLPE that the Power of Reading is as necessary today as it was 20 years ago, if not more so.
The impact of a reading-rich English curriculum
The Power of Reading programme stems from CLPE’s seminal research publication The Reader in the Writer (3). This research aimed to investigate how children's writing might be influenced by studying challenging literary texts in the classroom.
The findings from that research serve as the backbone to CLPE’s training programme and they are at the heart of the Power of Reading teaching sequences that support our members to develop an evidence-led literacy curriculum in their own classrooms.
After 20 years, and with thousands of teachers trained across the UK and internationally, the programme continues to evidence impact on teachers and children whose schools have participated in the training. All the evidence we collect to measure impact continues to teach us how powerful reading can be for both children’s academic attainment and wider learning and development.
An independent evaluation by Leeds Trinity University reported on the impact of using Power of Reading in 11 Bradford schools from Autumn 2018 to Spring 2019 (4). The report shows that children in these schools made accelerated progress and the achievement gap between advantaged and disadvantaged pupils was significantly narrowed.
More recently, in evaluating the impact of Power of Reading on children in the Early Years (5), the gap between disadvantaged children and their peers was smaller in research schools compared to all pupils within the local area. And when we compared the engagement and attainment of project children at the start and end of their Reception year, the findings were significant with double the number of children working at age-related expectations in Language and Literacy Areas of Learning.
Key recommendations for a challenging English curriculum
So what can we learn from this research to support classroom practice?
If we can create an English curriculum that is evidenced to close the disadvantage gap through exposure to and engagement in high-quality texts leading to increased world and vocabulary knowledge and writing outcomes in which children make deliberate choices for their own readers, we are creating a curriculum in which all children have access to experiences that increase their self-efficacy and the chance to be more able.
Our Associate Schools – in some of the most disadvantaged communities in England – observe children working at and achieving greater depth and this is articulated beautifully in a recent case study from the team at Miriam Lord Community Primary School in Bradford.
The Power of Reading practice and provision at Miriam Lord – and the outcomes observed – connect deeply with NACE’s core principles and can be framed as key recommendations for a challenging English curriculum:
Ensure teachers have strong subject knowledge of high-quality children’s literature so they can give children access to a range of literary forms within and across all year groups.
“[The children] can talk with a greater depth of knowledge of authors… so their ability to compare themes, characters, likes, dislikes is so much better than it ever was and then that communicates into the writing.”
Choose books in which they see their own and other realities represented so that you can build authentic reader and writer identities in all children which allow them to develop and demonstrate their abilities.
“The children need to see themselves in books – or at least an element of their lives – in books. They need access to books that they can connect to and that will draw them in and I think the book choices we give them here give them a bigger hook, certainly than the book choices I had when I was growing up.”
Use a range of non-reductive, social and creative teaching approaches to deepen children’s understanding and broaden their experiences, including drama, artwork and storytelling.
“It provides lots of opportunities for immersion and exploration which is really important for a number of children that come to our school because they’ve got deprivation of experience so they don’t get to have those exciting days out or lots of real-world experiences so the books give them that and then they get to participate in role play and activities which enthuse them which then feeds into their writing process.”
Follow an authentic writing process in which children are making meaning from well-crafted written language, then engage in making conscious choices with their own writing. Focus not on the ‘what’ but the ‘why’ when making such choices, within a community of readers and writers.
“It puts children’s enjoyment at the centre of everything. It’s not focused solely on the final written output and the success criteria which was the case for a number of years and it made the whole writing process quite onerous and quite boring for children.”
Make explicit the connections children can make between growing literacy knowledge and skills and in wider curriculum work so that children have opportunity to thrive across a range of contexts and throughout the curriculum.
“It has wider themes threaded through it like geography, history, citizenship so it’s not just English as a stand-alone subject.”
Plus: save the date! On Friday 3rd October NACE and CLPE are collaborating on a “member meetup” event (free for staff at NACE member schools) exploring approaches to sustain pleasure and challenge in reading and literacy across Key Stages 2 and 3. Details coming soon to the NACE community calendar.
Do academically strong pupils at your school who are on the Pupil Premium register progress as quickly and attain as highly as academically strong pupils who are not?
Do these students sometimes grasp new concepts quickly and securely in the classroom and show flair and promise in lessons, only to perform less well in exams than their more advantaged peers?
If so, what can be done to close the attainment gap?
In this series of three blog posts, Rachel Macfarlane, Lead Adviser for Underserved Learners at HFL Education, explores the reasons for the attainment gap and offers practical strategies to help close it – focusing in Part 1 on diagnosing the challenges and barriers, and in Part 2 on eliminating economic exclusion. This third instalment explores the importance of a sense of belonging and status.
Our yearning to belong is one of the most fundamental feelings we experience as humans. In psychologist Maslow’s hierarchy of needs, the need to experience a sense of connection and belonging sits immediately above the need for basic necessities – food, water, warmth and personal safety.
When we experience belonging, we feel calm and safe. We become more empathetic and our mood improves. In short, as Owen Eastwood explains, belonging is “a necessary condition for human performance” (Belonging, 2021:26).
Learners from less economically advantaged backgrounds than their peers often feel that they don’t fit in and have a low sense of self-worth, regardless of their academic strength. Painfully aware of what they lack compared to others, they can disappear into the shadows, consciously or subconsciously making themselves invisible. They may not volunteer to read or answer questions in class. Or audition for a part in the school play or choir. Or sign up for leadership opportunities.
They may lack the respect, rank and position that is afforded by fitting comfortably into the ‘in group’: identifying with and operating within the dominant culture, possessing the latest designer gear, phone and other material goods, being at the centre of social media groups and activity and connecting effortlessly, through lived experiences and lifestyle, with peers who hold social power and are seen as leaders and role models.
Pupils who are academically strong but who lack status are likely to be fragile and nervous learners, finding it harder to work in teams, to trust others and to accept feedback. Their energy and focus can be sapped by the trauma of navigating social situations, they are prone to feel the weight of external scrutiny and judgement, and all of that will detract from their ability to perform at their best.
The good news is that, as educators, we have amazing powers to convey a sense of belonging and status.
Ten top tips to build learners’ sense of belonging and status
The following simple behaviours convey the message that the educator cares about, is invested in, notices and respects the learner; that they have belief in their potential and want to give their discretionary effort to them.
Welcome them to the class, ensuring that you make eye contact, address them by name and give them a smile – establishing your positive relationship and helping them feel noticed, valued and safe in the learning environment.
Go out of your way to find opportunities to give them responsibilities or assign a role to them, making it clear to them the skills and/or knowledge they possess that make(s) them perfect for the job.
Reserve a place for them at clubs and ensure they are well inducted into enrichment opportunities.
Arrange groupings for activities to ensure they have supportive peers to work with.
Invite them to contribute to discussions, to read and to give their opinions. Don’t allow confident learners to dominate the discussion (learners with high status talk more!) and don’t ask for volunteers to read (students with low status are unlikely to volunteer).
Show respect for their opinions and defer to them for advice. e.g. “So, I’m wondering what might be the best way to go about this. Martha, what do you think?” “That’s a good point, Nitin. I hadn’t thought of that. Thank you!”
Make a point of telling them you think they should put themselves forward for opportunities (e.g. to go to a football trial, audition for the show, apply to be a prefect) and provide support (e.g. with writing an application or practising a speech).
Connect them with a champion or mentor (adult or older peer) from a similar background who has achieved success to build their self-belief.
Secure high-status work experience placements or internships for them.
Invite inspiring role models with similar lived experience into school or build the stories of such role models into schemes of learning and assemblies.
Finally, it is worth remembering that classism (judging a person negatively based on factors such as their home, income, occupation, speech, dialect or accent, lifestyle, dress sense, leisure activities or name) is rife in many schools, as it is in society. In schools where economically disadvantaged learners thrive and achieve impressive outcomes, classism is treated as seriously as the ‘official’ protected characteristics. In these schools, the taught curriculum and staff unconscious bias, EDI (equality, diversity and inclusion) and language training address classism directly and leaders take impactful action to eliminate any manifestations of it.
Plus: this year's NACE Conference will draw on the latest research (including our own current research programme) and case studies to explore how schools can remove barriers to learning and create opportunities for all young people to flourish. Read more and book your place.
Do academically strong pupils at your school who are on the Pupil Premium register progress as quickly and attain as highly as academically strong pupils who are not?
Do these students sometimes grasp new concepts quickly and securely in the classroom and show flair and promise in lessons, only to perform less well in exams than their more advantaged peers?
If so, what can be done to close the attainment gap?
In this series of three blog posts, Rachel Macfarlane, Lead Adviser for Underserved Learners at HFL Education, explores the reasons for the attainment gap and offers practical strategies for supporting economically disadvantaged learners who have the potential to access high grades and assessment outcomes to excel in tests and exams.
It is estimated that almost one in three children in Britain are living in relative poverty – 700,000 more than in 2010. A significant number of these pupils will be learners who show academic flair and the capacity to acquire knowledge and skills with ease, but whose progress and outcomes are impacted by the real costs of the curriculum and the school day.
In Part 1, I reflected that learners from economically disadvantaged backgrounds often lack the abundance of social and cultural capital that their more advantaged peers have amassed, which can disadvantage them in tests and exams. Most schools work hard to build the social and cultural capital of their underserved learners, through the provision of trips and visits, speakers and visitors, extracurricular clubs and other enriching experiences. Yet such activities often have associated (sometimes hidden) costs that exclude certain students.
At HFL Education, we have been carrying out Eliminating Economic Exclusion (EEE) reviews for the past three years, examining the impact of the cost of the school day. These involve surveying pupils, parents, staff and governors, meeting with Pupil Premium (PP) eligible learners, examining key data and training staff. Reviews conducted in well over 100 primary and secondary schools have revealed that learners eligible for PP are less likely to attend extracurricular clubs and to go on curriculum visits and residentials, resulting in them missing vital learning that can impact on their exam and test performance.
Often PP eligible learners:
Will not inform their parents of activities that have a cost, regardless of whether the school might subsidise or fund the activity;
Will feign disinterest in opportunities that they know are unaffordable to their families;
Will not take up fully funded enrichment opportunities due to other associated costs such as travel to a funded summer school, or the costs of camping equipment and/or specific clothing required for field work or an outward-bound activity;
Will not stay on after school for activities because they are hungry and lack the resources to purchase a snack.
Ten top tips to help eliminate economic exclusion:
Ensure that all staff have undertaken training to heighten their awareness of poverty and the financial pressures faced by many families in relation to the costs of the school day.
Track sign-ups and attendance by PP eligibility at enrichment activities. Take action where you see underrepresentation.
Contact parents directly to stress how valuable it would be for their child to attend and to explain the financial support that can be provided.
Set up payment plans and give maximum notice to allow families to spread the costs.
Book activity centres out of season when costs are lower.
Use public transport rather than private coaches or plan visits to sites that are within a walkable distance.
Ban visits to shops and food outlets to eradicate the need for spending money on trips.
Set up virtual gallery tours and film screenings of plays and arrange for visiting theatre companies, bands and artists to come to school rather than taking the students to concert halls, theatres and galleries.
Build up a stock of loanable equipment (wellies, coats, tents, waterproof clothing, musical instruments, sporting equipment, craft materials etc.)
Provide free snacks for learners staying for after-school clubs.
Finally, various studies have found that pupils from economically disadvantaged backgrounds are also underrepresented in cohorts studying certain subjects, where there are significant costs of materials/tuition/coaching, notably music, PE, art and drama at KS4 and KS5.
The Education Policy Institute’s 2020 report showed that economically disadvantaged learners are 38% less likely to study music at GCSE than their more affluent classmates and that at the end of KS4 they are 20 months behind their peers. This is perhaps not surprising given the estimated cost of instrumental tuition (£8,000-15,000) involved in reaching grade 8 standard on an instrument (required to access a top A-level grade).
So pupils who are high performers in certain curriculum subjects at age 14 may not opt to continue with their studies at GCSE and beyond, unless the school is able to ensure access to all the resources they need to thrive and attain at top levels.
Three key questions to consider:
Do you track which learners opt for each course at KS4 and KS5, ask questions and act accordingly where you see underrepresentation of PP eligible learners?
Do you prioritise PP eligible learners for 1:1 options and advice at KS3>4, KS4>5 and KS5>higher education, to ensure that they are aiming high, pursuing their passions and aware of all the financial support available (e.g. use of bursary funding, reassurance around logistics of university student loans)?
Do you determine, and strive to meet, the precise resource needs of each PP eligible learner?
You can read more about strategies to close the attainment gap in Rachel’s books Obstetrics For Schools (2021) and The A-Z of Diversity and Inclusion (2024), with additional support available through HFL Education. For further information about HFL’s EEE reviews, or to arrange one at your school, contact rachel.macfarlane@hfleducation.org
Plus: this year's NACE Conference will draw on the latest research (including our own current research programme) and case studies to explore how schools can remove barriers to learning and create opportunities for all young people to flourish. Read more and book your place.
Do academically strong pupils at your school who are on the Pupil Premium register progress as quickly and attain as highly as academically strong pupils who are not?
Do these students sometimes grasp new concepts quickly and securely in the classroom and show flair and promise in lessons, only to perform less well in exams than their more advantaged peers?
If so, what can be done to close the attainment gap?
In this series of three blog posts, Rachel Macfarlane, Lead Adviser for Underserved Learners at HFL Education, explores the reasons for the attainment gap and offers practical strategies for supporting economically disadvantaged learners who have the potential to access high grades and assessment outcomes to excel in tests and exams.
This first post examines the challenges and barriers often faced by economically disadvantage learners and offers advice about precise diagnosis and smart identification of needs. Part 2 explores strategies for eliminating economic exclusion, while Part 3 looks at ways to build a sense of belonging and status for these learners to enhance their performance.
The problem with exams
The first point to make is that high stakes terminal tests and exams tend not to favour learners from economically disadvantaged backgrounds. These learners often lack the abundance of social and cultural capital that their more advantaged peers have amassed. This can result in a failure to recognise and connect with the cultural references frequently found in SATs and exam questions.
Students on the Pupil Premium (PP) register have a lower average attendance rate than those from more affluent backgrounds. Those living in multiple occupancy and/or crowded housing are more exposed to germs and viruses, and families in rented or local authority housing move accommodation more frequently, resulting in lost learning days. With packed, content-heavy exam syllabuses, missed lessons lead to less developed schema, less secure knowledge and less honed skills.
The families of economically disadvantaged learners are less likely to have the financial means to provide the personal tutoring, cramming and exam practice that their more advantaged peers benefit from. And if they have reduced levels of self-belief and confidence, as many students from underserved groups do, they are more likely to crumble under exam pressure and perform poorly in timed conditions.
But given the fact that terminal tests, in the form of SATs, GCSEs and A-levels, seem here to stay as the main means of assessing learners, what can school teachers and leaders do to ensure that economically disadvantaged learners who have the potential to access high grades and assessment outcomes excel academically?
Precise diagnosis of challenges and barriers
The first step is to get to the root of the problem. Schools which have closed the attainment gap tend to be skilled at diagnosing the precise challenge or barrier standing in the way of each underserved learner. Rather than treating all PP eligible learners as a homogeneous group, they are determined to understand the lived experience of each.
So, for example, rather than talking in general or vague terms about pupils on the PP register doing less well because their attendance rate is lower, they drill down to identify the precise reason for the absences of each learner whose attendance is below par. For one it might be that they are working at a paid job in the evenings and too tired to get up in time for school, for a second it might be that they don’t come to school on days when their one set of uniform is dirty or worn, for a third that they sometimes cannot afford the transport costs to get to school and for a fourth that they are being marginalised or bullied and therefore avoiding school.
Effective ways to diagnose challenges and barriers faced by economically disadvantaged learners include:
Home visits, or meetings on site, to get to know parents/carers and to better understand any challenges they face;
Employing a parent liaison officer to build up relationships based on trust and mutual respect with parents;
Allocating a staff champion to each underserved learner to talk with and listen to them in order to better understand their lived experience;
Administering a survey with well-chosen questions to elicit barriers faced;
Completion of a barriers audit, guiding educators to drill down to identify the specific challenges faced by each learner.
Moving from barriers to solutions
Once specific barriers have been identified, it is important to ask the question: “What does this learner need in order to excel academically?” This ensures that the focus moves from the ‘disadvantage’ to the ‘solution’ and avoids any unintentional lowering of expectations of high-performance outcomes. The danger of getting stuck on describing ‘barriers’ or ‘challenges’ is that it can excuse, or lead to acceptance of, attainment gaps.
Encouraging staff to complete a simple table like the one below can assist in identifying needs and consequent actions. In this case, an audit of barriers has identified that the learner, a Year 7 pupil, has weak digital literacy as she had very limited access to a computer in the past.
Barrier/challenge
Details of the issue and identification of the learner’s or learners’ need(s)
Strategies to be adopted to meet the need
Weak digital literacy
Student needs to be allocated a laptop and to receive support with understanding all the relevant functions, in order to ensure she gets maximum benefit from it for class work and home learning and can confidently use it in a wide range of learning situations.
1:1 sessions with a sixth former to familiarise the student with the range of functions. Weekly check-ins with tutor. Calls home to monitor that she is able to confidently use the laptop for all home learning tasks.
Plus: this year's NACE Conference will draw on the latest research (including our own current research programme) and case studies to explore how schools can remove barriers to learning and create opportunities for all young people to flourish. Read more and book your place.
Schools are tasked by Ofsted to “boost cultural capital” and to “close the disadvantage gap”. In this blog post, Andy Griffith, co-author of The Working Classroom, makes some practical suggestions for schools to adopt.
1. Explore the language around “cultural capital” and “disadvantage”
As educators we know that language is very important, so before we try to boost or close something we should think deeply about terms that are commonly referred to. What are the origins of these terms? What assumptions lie behind them? Ofsted describes cultural capital as “the best that has been thought and said”, but who decides what constitutes the “best”? Notions of best are, by definition, subjective value choices.
The phrase “best that has been thought and said”, originally coined by sociologist Pierre Bourdieu, is worthy of study in itself (see below for reference). Bourdieu described embodied cultural capital as a person’s education (knowledge and intellectual skills) which provides advantage in achieving a higher social status. For Bourdieu the “game” is rigged. The game Bourdieu refers to is, of course, the game of life, of which education is a significant element.
When it comes to the term “disadvantaged”, Lee Elliott Major, Professor of Social Mobility at the University of Exeter Professor, suggests that instead we refer to low-income families as “under-resourced”. Schools should be careful not to treat the working class as somehow inferior or as something that needs to be fixed.
Action: Ensure that staff fully understand the term “cultural capital”. Alongside this, explore “social capital” and “disadvantage”. This is best done through discussion and debate. Newspaper articles and even blogs like this one can act as a good stimulus.
2. Create a well-designed cultural curriculum
Does your school have a plan for taking students on a cultural journey? How many trips will your students go on before they leave your school? Could these experiences be incorporated into a passport of sorts?
The cultural experiences you offer will be determined by factors such as your school’s location and budget. A lot of cultural experiences can be delivered in-house in the form of external speakers, films and documentaries, or virtual reality. Others will require excursions. In either case, creating a Cultural Passport helps staff to plan experiences that complement and supplement previous experiences.
Schools should strike a balance between celebrating each community’s history and going beyond the existing community to broaden students’ horizons. Again, language is important. Does your school’s cultural curriculum explore the differences between so-called “high” and “low” culture?
No class is an island. Students of all social backgrounds should experience live theatre, visiting museums, going to art exhibitions, visiting the countryside and encountering people from cultures other than their own. Equally, every school’s cultural curriculum should celebrate working class culture. The working classes have a vibrant history of creating art, music, theatre, literature and so on, which needs to be reflected in the core curriculum.
By looking through the lens of race and gender, most schools have a more diverse offering of writers compared with when I went to school. It is right that more Black voices and more female voices are represented in the school curriculum. This opens new insights for readers, as well as providing Black and female students with more role models.
Similarly, there should be a strong emphasis on the work of working-class artists and autodidacts, no matter the social demographic of the school. Studying working-class writers such as Jimmy McGovern, Kayleigh Lewellyn, and musicians such as Terry Hall and even Dolly Parton can be inspiring. Similarly, learning about autodidacts such as Charles Dickens, Charlotte Perkins Gilman, Vincent Van Gogh and Frida Kahlo can teach students that where there is a strong desire to learn, people can find a way.
Action: Ensure your school is “teaching backwards” from rich cultural experiences. Outline the experiences that will be stamped in their Cultural Passport before they leave your school.
3. Explore social capital barriers for students
One of the greatest things we can do as educators is to remove a barrier that is holding a student back. One barrier that is faced by many working-class students is lack of social capital – i.e. the limited range of occupations of their social acquaintances or network.
In 2016 I created the first of a number of Scholars Programmes in Kirkby, Merseyside. I’m proud that as well as making a positive impact on academic results at GCSE, it has raised aspirations. The programme is deliberately designed to build social capital. Over the duration of the programme (from Year 7 to 11), students have opportunities to meet and interview adults who are in careers that they aspire to. As well as work experience, the school organises Zoom interviews for students with people working in the industry that they are interested in joining. Not only do these interviews invigorate students, they create a contact that is there to be emailed for information and advice. Over time, the school has created a database of contacts who are able to offer work placements or are happy to take part in either face-to-face or virtual interviews with students. These people are friends and family members of the staff, and even friends of friends.
It is much, much harder for working class students to enter elite professions such as medicine, law and the media. The arts and the creative industries are also harder to break into. Contacts who are able to help a student to build specific industry knowledge and experience can give them a better chance of future success.
Action: Creatively utilise a database of school contacts to provide information and advice for students. Match students with professionals who can offer career advice and insights.
Reference: P. Bourdieu, Cultural Reproduction and Social Reproduction. In J. Karabel and A. H. Halsey (eds), Power and Ideology in Education (New York: Oxford University Press, 1977), pp. 487–51.
The ideas and strategies in this article are contained within The Working Classroom by Matt Bromley and Andy Griffith (Crown House Publishing). More information about the book and training around its contents can be found here.
NACE members can benefit from a 20% discount on all purchases from the Crown House Publishing website. View our member offers page for details.
Plus... The NACE Conference 2025 will draw on the latest research (including our own current research programme) and case studies to explore how schools can remove barriers to learning and create opportunities for all young people to flourish. Read more and book your place.
Amanda Hubball, Deputy Head and More Able Lead at Alfreton Nursery School, explores the power of metacognition in empowering young people to overcome potential barriers to achievement.
Disadvantage presents itself in different ways and has varying levels of impact on learners. It is important to remember that disadvantage is wider than children who are in receipt of pupil premium or children who have a special educational need. Disadvantage can be based around family circumstances, for example bereavement, divorce, mental health… Disadvantages can be long-term or short-term and the fluidity of disadvantage needs to be acknowledged in order for educators to remain effective and vigilant for all children, including more able learners. If we accept that disadvantage can impact any child at any time, then it is essential that we provide all children with the tools they need to navigate challenge.
More able learners are as vulnerable to the impact of disadvantage as other learners and indeed research would suggest that outcomes for more able learners are more dramatically impacted by disadvantage than outcomes for other children. A cognitive toolbox that is familiar, understood and accessible at all times, can be a highly effective support for learners when there are barriers to progress. By ensuring that all learners are taught metacognition from the beginning of their educational journey and year on year new metacognition skills are integrated, a child is empowered to maintain a trajectory for success.
How can metacognition reduce barriers to learning?
Metacognition supports children to consciously access and manipulate thinking strategies, thus enabling them to solve problems. It can allow them to remain cognitively engaged for longer, becoming emotionally dysregulated less frequently. A common language around metacognition enables learners to share strategies and access a clear point of reference, in times of vulnerability. Some more able learners can find it hard to manage emotions related to underachievement. Metacognition can help children to address both these emotional and cognitive demands.
In order for children to impact their long-term memory and fully embed metacognitive strategies, educators need to teach in many different ways. Metacognition needs to be visually reflected in the learner’s environment, supporting teachers to teach and learners to learn.
How do we do this at Alfreton Nursery School?
At Alfreton Nursery School we ensure that discourse is littered with practical examples of how conscious thinking can result in deeper understanding. Spontaneous conversations are supported by visual aids around the classroom, enabling teachers and learners to plan and reflect on thinking strategies. Children are empowered to integrate the language of metacognition as they explain their learning and strive for greater understanding.
Adults in school use metacognitive terms when talking freely to each other, exposing children to their natural use. Missed opportunities are openly shared within the teaching team, supporting future developments.
Within enrichment groups, metacognition is a transparent process of learning. Children are given metacognitive strategies at the beginning of enhancement opportunities and encouraged to reflect and evaluate at the end. Whether working indoors or outdoors, with manipulatives or abstract concepts and individually or in a group, metacognition is a vehicle through which all learners can access lesson content.
We use the ‘Thinking Moves’ metacognition framework (you can read more about this here). Creative application of this framework supports the combination of metacognition words, to make strings of thinking strategies. For example, a puppet called FRED helps children to Formulate, Respond, Explain and Divide their learning experiences. A QUEST model helps children to follow a process of Questioning, Using, Explaining, Sizing and Testing.
Metacognition supports children of all abilities, ages and backgrounds, to overcome barriers to learning. Disadvantage is thus reduced.
Moving from intent to implementation
Systems and procedures at Alfreton Nursery School serve to scaffold day to day practice and provide a backdrop of expectations and standards. In order to best serve more able children who are experiencing disadvantage, these frameworks need to be explicit in their inclusivity and flexibility. Just as every policy, plan, assessment, etc will address the needs of all learners – including those who are more able – so all these documents explicitly address how metacognition will support all learners. To ensure that visions move beyond ‘intent’ and are fully implemented, systems need to guide provision through a metacognitive lens.
Metacognition is woven into all curriculum documents. A systematic and dynamic monitoring system, which tracks the progress and attainment of all learners, ensures that children have equal focus on cognition and emotion, breaking down barriers with conscious intent.
At Alfreton Nursery School, those children who are more able and experiencing disadvantage receive a carefully constructed meta-curriculum which scaffolds their journey towards success, in whatever context that may manifest itself. Children learn within an environment where teachers can articulate, demonstrate and inculcate the power of metacognition, enabling children to be the best that they can be.
How is your school empowering and supporting young people to break down potential barriers to learning and achievement? Read more about NACE’s research focus for this academic year, and contact us to share your experiences.
Marc Bowen, Deputy Headteacher and Year 5 Class Teacher at NACE member school Raglan CiW VC Primary School, shares how he has developed his classroom environment to remove potential barriers to learning for neurodivergent learners.
It has long been my experience that a proportion of the more able learners that I have had the pleasure of teaching, have also experienced the additional challenge of neurodivergent needs, whether they be diagnosed or not.
With this in mind, over the past few years I have been proactively exploring means of making my primary classroom more neurodivergent-friendly for the benefit of all learners, including those more able children that might find concentration, focus or communicating their understanding to be a challenge.
Here are a few ways in which I have tried to ensure that our learning environment enables effective learning conditions for all the children in my class, as well as benefitting those who are particularly able.
Flexible seating
Over a number of years, I have been able to increasingly vary the workspaces available in our classroom. These include:
1. The Cwtch (a well know Welsh term for a ‘hug’), which comprises a low-slung canopy under which children can sit on an array of cushions, as well as choosing their favoured colour of diffused lighting through the use of wall-mounted push-lights. This not only helps to create a more enclosed space for those who need it, but it also helps to suppress ambient noise and echoes, for those that might have sensory needs. Some of my more able learners who are challenged by distraction routinely use this space to help channel their focus.
2. The Standing Station, which does what is says on the tin! We have a high-level table which the children can easily and comfortably stand at to work. This has proven to be one of the most popular spaces and I have noted that some of my more able learners will make use of this space during the early stages of an independent task, when they might need to order or distil their thinking. The ability to move from foot to foot and move more freely appears to aid this level of thinking.
3. The Carpet Surfer Seats are ‘s’ shaped plastic seats, designed to be used when working on a carpet space. They compromise a seat, which when sat upon offers a raised work surface in front of the child. These really helped to increase the flexible seating options in the class, as the children can now easily make comfortable use of any carpet/floor space rather than struggling to find a comfortable working position. I have noted that my more able learners appreciate these when they want to work in collaboration with others but, due to their neurodivergent needs, might find the free-flow of collaborative working a challenge. The Carpet Surfer Seat gives them a defined workspace of their own, allows them to move to any more comfortable position when working collaboratively, and also provides needed stability for those more able learners I have taught who are challenged by coordination-based neurodivergence.
4. Beanbag Corner offers a solo working space on a structural (high-backed) beanbag which is close to my teacher’s base within the class. I find that this is regularly used by those more able learners who do find concentration and focus a challenge, whilst also requiring the reassuring proximity of an adult for a sense of comfort and/or to allow for informal check-ins with the teacher to tackle low-level anxiety issues.
Lighting
As with most school settings, the standard lighting fitted throughout the school is overhead, downward channel cold-white LED lighting arrays. I have noticed personally that when this is combined with the stark white table surfaces, the effect can be quite dazzling when working at these tables. The children themselves had commented on how ‘bright’ the room was, with one more able learner commenting that he ‘felt better’ during a dressing-up day when he was wearing sunglasses. This got me thinking of ways to mitigate this and, as a result, I have explored a number of different light options:
1. Dimming the overhead lights: I discovered, by accident, that if the classroom light switches are held in they act as dimmer controls for the overhead lighting. (Might be worth a try in your classroom!) It has now become standard practice for me to dim all the lighting by about 50% at the start of each day, which immediately creates a less harsh lighting environment.
2. Colour-changing rechargeable lights have also been a huge benefit. I have placed a number of these within and around my flexible working spaces, in the form of wall-mounted and table-top tap/push lights which the children can use to choose their favoured lighting conditions when working in a space. I have noticed that my more able learners typically opt for softer tones of yellow, orange or purple light.
3. Uplighters, purchased with the benefit of some funding from a local business, have had a huge impact. They allow us to create brighter working areas for those who respond well to those conditions, whilst providing diffused light, rather than overhead lights that create shadows over workspaces. In addition, these have helped to define our flexible spaces, such as the uplighter which includes a secondary directional light that sits above the Beanbag Corner.
4. Natural light is essential! We are a newbuild school but the natural lighting options are limited. As such, I make sure that all our blinds and curtains are pulled back to the extreme to ensure that as much natural light as possible can flood into the room.
Fidgets
I’m sure that some teachers will find the use of hand-held fidget objects a nightmarish challenge in a busy classroom, and if used improperly I would agree. However, the structured use of fidgets in our classroom has brought some major benefits for my more able learners who might struggle to maintain focus or settle for an extended period. We manage these by having a jar of different objects which are freely available to all children (rather than being targeted at a limited number of specific learners) and we have an open, frank conversation about how to use these at the start of the term.
Our conditions for their use are:
If you choose to use a fidget, your focus must remain on the learning activity or discussion.
If a fidget becomes a distraction, it is replaced in the jar immediately.
In addition, I have also experimented with different types of fidget, eliminating anything that is overly complex, noisy or too similar to a toy. Currently, the most successful types (which I now do not ‘notice’ as a distraction at any point) are rubber hand stretchers (loops that go over each digit and provide stretchy resistance), plastic wing-nuts and screw threads, and silent button/wheel fidgets (they resemble a palm-sized game controller, offering a pleasing sensation in the hand too).
Additional reading
There are some excellent online sources of information, including education-focused social media posts, where teachers share their own flexible seating/classroom environment approaches. In addition, some interesting reading that I have accessed has been:
Fedewa, A. L., Davis, M. A., & Ahn, S. (2015). The Effects of Physical Activity and Physical Classroom Environment on Children’s On-Task Behavior: A Meta-Analysis. Educational Psychology Review.
Kroeger, S., & Schultz, T. (2020). Sensory Spaces: Creating Inclusive Classrooms for Students with Sensory Needs. Inclusive Education Journal.
Rands, M. L., & Gansemer-Topf, A. (2017). The Role of Classroom Environment in Student Engagement. Journal of Education Research.
How is your school helping to break down barriers to learning?
This year NACE’s research programme is exploring the ways in which schools can help to remove potential barriers to success for more able learners. Find out more and get involved.
Covid-19 has presented schools with unprecedented challenges. Pupils, parents and teachers have all been affected, and the wider implications in schools are far from over. From May 2020, over 1.2 billion learners worldwide have experienced school closures due to Covid-19, which corresponds to 73.8% of enrolled learners (Muller & Goldenberg, 2021). The pandemic continues to have a significant effect in all phases of our education system. This blog post captures some key messages from research into the effects of Covid-19 over the past two years and highlights the effects it has had on young people – particularly on the development of language and communication skills.
1. The pandemic negatively affected achievement. Vulnerable pupils and those from economically deprived backgrounds were most affected.
When pupils do not attend school (whilst acknowledging that much great work is done at home), the disruption has a negative impact on their academic achievement (Sims, 2020).
The disrupted periods of partial school closures in England took a toll academically. DfE research (Pupils' progress in the 2020 to 2022 academic years) showed that in summer 2021, pupils were still behind in their learning compared to where they would otherwise have been in a typical year. Primary school pupils were one month behind in reading and around three months behind in maths. Data for secondary pupils suggest they were behind in their reading by around two months.
Primary pupils eligible for free school meals were on average an additional half month further behind in reading and maths compared to their more advantaged peers. Research has highlighted that the attainment gap between disadvantaged children and others is now 18 months by the end of Key Stage 4. Vulnerable pupils with education, health and care (EHC) plans scored 3.62 grades below their peers in 2020 and late-arriving pupils with English as an additional language (EAL) were 1.64 grades behind those with English as a first language (Hunt et al., 2022).
2. Remote teaching during Covid changed the nature of learning – including reduced learning time and interactions – further widening existing gaps.
‘Learning time’ is the amount of time during which pupils are actively working or engaged in learning, which in turn is connected to academic achievement. Pre-pandemic (remember those days?!), the average mainstream school day in England for primary and secondary settings was around six hours 30 minutes a day. The difference between primary and secondary is minimal and averages out at 9 minutes a day.
During the period up to April 2021, mainstream pupils in England lost around one third of learning time (Elliot Major et al., 2021). We know that disadvantaged pupils continue to be disproportionately affected by the pandemic. Levels of lost learning remain higher for pupils in more deprived areas.
School provision for online learning changed radically since the beginning of the first lockdown. Almost all pupils received some remote learning tasks from their teachers. Just over half of all pupils taught remotely did not usually have any online lessons, defined as live or real-time lessons. Offline provision, such as worksheets or recorded video, was much more common than live online lessons, but inevitably reduced the opportunities for pupil-pupil interactions.
Parents reported that for most pupils, time spent on schoolwork fell short of the expected school day (Eivers et al., 2020). Pupil participation was, on average, poorer amongst those from lower income families and those whose parents had lower levels of education (Eivers et al., 2020). Families from higher socio-economic backgrounds spend more financially to support their children’s online remote learning. At times, technological barriers, as well as significant differences in the amount of support pupils received for learning at home, resulted in a highly unequal experience of learning during this time.
3. There has been a negative impact on pupils’ wellbeing, socio-emotional development and ability to learn.
A YoungMinds report in 2020 reinforced the effect of the pandemic on pupils’ mental health. In a UK survey of participants aged up to 25 years with a history of mental illness, 83% of respondents felt that school closures had made their mental illness worse. 26% said they were unable to access necessary support.
Schools play a key role in supporting children who have experienced bereavement or trauma, and socio-emotional interventions delivered by school staff can be very effective. Children with emotional and behavioural disorders also have significant difficulties with speaking and understanding, which often goes unidentified (Hollo et.al., 2014).
The experience of lockdown and being at home is a stressful situation for some children, as is returning to school for some children. While some studies found that children are not affected two to four years later, other studies suggest that there are lasting effects on socio-emotional development (Muller & Goldenberg, 2021).
Stress also challenges cognitive skills, in turn affecting the ability to learn. Trauma, emotional and social isolation, all well-known during the lockdown, are still too frequent. The prefrontal cortex, the part of the brain which is responsible for higher-order thinking and decision-making, is the brain region most affected by stress. Stress-related impairments to the prefrontal cortex display impaired memory retrieval (Vogel & Schwabe, 2016) and difficulties with executive skills such as planning, problem solving and monitoring errors (Gibbs et al., 2019).
4. National restrictions have curtailed the pandemic but had an adverse effect on communication and language.
Covid-19 and the associated lockdowns have had a huge impact on children’s speaking and listening skills. We are only beginning to understand the scale of this. Preventative measures such as the wearing of face masks in school, social distancing and virtual lessons, all designed to address contagion concerns, have negatively impacted on communication in all the school phases.
Face masks cover the lower part of the face, impacting on communication by changing sound transmission. They remove visible cues from the mouth and lips used for speech-reading and limit visibility of facial expressions (Saunders, 2020). Speech perception involves audio-visual integration of information, which is diminished by wearing masks because articulatory gestures are obscured. Children with hearing loss are more dependent on lip-reading; loss of this visual cue exacerbates the distortion and attenuation effects of masks.
Social interaction is also essential for language development. Social distancing restrictions on large group gatherings in school have affected children’s deeper interactions with peers. “Peer talk” is an essential component of pragmatic language development and includes conversational skills such as turn taking and understanding the implied meaning behind a speaker’s words, and these have also been reduced (Charney, 2021).
How bad is the issue? A report from the children’s communication charity I CAN estimates that more than 1.5 million UK children and young people risk being left behind in their language development as a direct result of lost learning in the Covid-19 period. Speaking Up for the Covid Generation (I CAN, 2021) reported that the majority of teachers are worried about young people being able to catch up with their speaking and understanding. Amongst its findings were that:
62% of primary teachers surveyed were worried that pupils will not meet age-related expectations
60% of secondary teachers surveyed were worried that pupils will not meet age-related expectations
63% of primary and secondary teachers surveyed believe that children who are moving to secondary school will struggle more with their speaking and understanding, in comparison to those who started secondary school before the Coronavirus pandemic.
Measures taken to combat the pandemic have deprived children of vital social contact and experiences essential for developing language. Reduced contact with grandparents, social distancing and limited play opportunities mean children have been less exposed to conversations and everyday experiences. Oracy skills have been impacted by the wearing of face coverings, fewer conversations with peers and adults, hearing fewer words and remote learning where verbal interactions are significantly reduced.
Teachers are now seeing the impact of this in their classrooms. The I CAN report findings show that the majority of teachers are worried about the effect that the pandemic has had on young people’s speech and language. As schools across the UK start on their roads to recovery and building their curricula anew, this evidence reveals the major impact the pandemic has had on children’s speaking and understanding ability. The final Covid-19-related restrictions in England have now been removed, but for many young people and families, this turning point does not mark a return to life as it was before the pandemic. There is much to do now to prioritise communication.
Join the conversation…
As schools move on from the pandemic and seek to address current challenges, close gaps, and take oracy education to the next level, NACE is focusing on research into the role of oracy within cognitively challenging learning. This term’s free member meetup will bring together NACE members from all phases and diverse contexts to explore what it means to put oracy at the heart of a cognitively challenging curriculum – read more here.
Charney, S.A., Camarata, S.M. & Chern, A. (2021). Potential Impact of the COVID-19 Pandemic on Communication and Language Skills in Children. Otolaryngology–Head and Neck Surgery 2, Vol. 165(1) pp. 1-2.
Elliot Major, L., Eyles, A. & Machin, S. (2021). Learning Loss Since Lockdown: Variation Across the Home Nations [online]. Available at: https://cep.lse.ac.uk/pubs/download/cepcovid-19-023.pdf
Eivers, E., Worth, J. & Ghosh, A. (2020). Home learning during Covid-19: findings from the Understanding Society longitudinal study. Slough: NFER.
Gibbs L., Nursey, J., Cook J. et al. (2019). Delayed disaster impacts on academic performance of primary school children. Child Development 90(4): pp. 1402-1412.
Hollo, A., Wehby, J. H., & Oliver, R. M. (2014). Unidentified language deficits in children with emotional and behavioural disorders: a meta-analysis. Exceptional Children 80 (2), pp.169-186.
Hunt, E. et al. (2022) COVID-19 and Disadvantage. Gaps in England 2020. London: Education Policy Institute. Nuffield Foundation.
I CAN (2021) Speaking Up for the Covid Generation. London: I CAN.
Muller, L-M. & Goldenberg, G. (2021) Education in times of crisis: The potential implications of school closures for teachers and students. A review of research evidence on school closures and international approaches to education during the COVID-19 pandemic. London: Chartered College of Teaching.
Saunders, G.H., Jackson, I.R. & Visram, A.S. (2020): Impacts of face coverings on communication: an indirect impact of COVID-19. International Journal of Audiology, DOI: 10.1080/14992027.2020.1851401
Sims, S. (2020) Briefing Note: School Absences and Pupil Achievement. UCL. Available at: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn1.pdf
Vogel, S. & Schwabe, L. (2016) Learning and memory under stress: implications for the classroom. Science of Learning 1(1): pp.1-10.
YoungMinds (2020) Coronavirus: Impact on young people with mental health needs. Available at: https://youngminds.org.uk/media/3708/coronavirus-report_march2020.pdf
This blog post is based on an article originally published on LinkedIn on 16 August 2020 – click here to read in full.
The fallout from A-level and GCSE results will be uncomfortable for government and upsetting and challenging for teachers and students alike. Arguments over whether this year’s results are robust and fair miss one key issue.
Put simply: "Has the exam system in England ever been robust and fair for individual pupils?"
For those of us who did well in exams and whose children also did well, it is too easy to be confident. Accepting that our success and others’ failure is a systemic problem, not a result of competence and capability, is not easy.
Let me be clear: I do not have confidence in the exam system in England as a measure either of success or capability.
[…] Try this as a thought experiment. Imagine that I gave an exam paper submission to 100 examiners. Let me assume that it "objectively" is a C grade.
Would all 100 examiners give it a C? If not, what is the spread? Is the spread the same for English literature, physics and geography, as just three examples? If you cannot provide clear evidenced answers to these questions, how can you be confident that the system is objective?
If we look at the examiners, the same challenge appears. Are all examiners equally consistent in their marking, or do some tend to mark up or down? Where is the evidence, reviewed and published to demonstrate robustness?
We also know that the month you are born still has an effect on GCSE grades. What is robust about that?
[…] I have known children who have missed out on grades after divorce, separation and death of parents, siblings and pets. I cannot objectively give a measure of the impact, but then neither can the exam system. I would add that I suspect a classmate of mine missed out because of hayfever. Children with health issues such as leukaemia and asthma whose schooling is disrupted have had their grades affected every year, not just this one.
So, the high stakes exam system is, for me, a winner-takes-all loaded gun embedding inequality and privilege in the outcomes.
Can we do better? Well, if we want to use exams, then each paper needs to be marked by say five independent assessors. If they all agree on a "B" then that is a measure of confidence. This is often a model used for assessing loans, grants and investments in businesses. It does not guarantee success of course, but what it does is reduce reliance on potentially biased individuals. If I was an examiner and woke up today in a foul mood, would I mark a paper the same today as yesterday? I would not bet on it.
The really interesting cases in my experience are where you get 2As, a C and 2Ds, for instance. In my experience, I've seen it more often in "creative subjects", but some non-traditional thinkers in subjects like mathematics (a highly creative discipline, by the way) often don't fit the narrow models of assessment of our exam system. The problem with this example of bringing people together to try get a consensus on a "B" is that it eliminates the value that comes from the diverse views and the richness of the different perceptions.
So, for me, for a system to be robust it has to have more than one measure to allow the individual, parents, universities, FE and employers access to a richer view of an individual. If someone got an ABBCD in English that is as interesting as someone who got straight Bs.
[…] There are already models that command respect in grading skill levels. Parents are quite happy if a child is doing grade 6 piano and grade 2 flute at the same time. They are quite happy for a child to sit when ready and have the chance to resit. Yet in the school setting the pressure is there for a child to be at level 8 say for all subjects. That puts unnecessary pressure on pupils, teachers and schools.
Imagine how society would react if you could only take the driving test once at 17 and barriers were raised to stop you retaking it.
[…] This year’s bizarre algorithmic system is not robust, but then we have never had a robust system as far as I am concerned. Let's open our eyes and build something that we should have more confidence in. Carpe diem.
Join the discussion: share your views in the comments below (member login required).
NACE Education Adviser Hilary Lowe explores the challenges of “lockdown learning”, how schools are responding, and what lessons could be learned to improve provision for all young people both now and in the years to come.
We have been submerged with COVID-19 stories. But very few of those have told the tale of what is happening to thousands of young people whose lives have been disrupted and delayed or of their teachers who have been keeping calm and carrying on, often going to extraordinary lengths to try to ensure continuity and quality in those young people’s education.
NACE too has been trying to run business as usual wherever possible, working with members and colleagues to find creative and innovative ways of serving the school community in immediate practical ways. We have also been planning for possible future scenarios in the way we work with schools and others involved in supporting the education of highly able young people. We know that things may never be quite the same again. We could even go so far as to hazard that many of the changes we are seeing in the way schools and national organisations are supporting young learners in lockdown are heralding a new age in education.
Could this be the watershed in the paradox of a pandemic that has shut down many forms of normal life which will usher in some of the radical changes pundits are predicting might emerge in other areas of social and economic activity? Could this be the time we move from what is still in many ways the Victorian order of schooling to a new order for the 21st century? An order which connects the best of what we know about how we learn and what we need materially to learn – and how we teach, with the benefits of technology and informed by the needs of society and the individual in the uncertain years to come.
Facing up to the cracks and gaps in the current system
It has been both fascinating and humbling to hear how NACE member schools have moved with great alacrity from largely classroom-based learning to providing schooling, including pastoral support, from a distance. This has often been – although not of course exclusively – from a low base of technological skills and hardware and little training in designing distance learning.
We know with even greater certainty than we did before that young people’s home environments are not always conducive to good learning. We also know that millions of young people do not have access to the technology and basic resources which could support their learning and wellbeing at a distance. The deep cracks in social and economic equity are becoming even more obvious to teachers whose profession at its noblest aims to develop young people to aspire to be the best that they can be. Recent reports from the Sutton Trust, amongst others, attest to the ongoing deep social divisions with which we are already familiar and to the emerging impacts of the pandemic learning lockdown on young people, not only on their achievement but also on their aspirations (Sutton Trust, 2020).
Acknowledging the stark picture painted by the Sutton Trust research on pupil engagement and the capacity of schools to deliver distance learning, we know through contact with our member schools and through our two recent online member meetups that there are both state schools and independent schools making things work despite the odds. NACE has been privileged to be able to gather a wealth of knowledge about both what is working well in supporting learning at home and what is proving most challenging.
Challenges and concerns
Lack of engagement from learners and parents
Lack of technologies and resources at home
Marking and feedback
Accelerating and monitoring progress for all learners
Learner choices and future decisions e.g. options, post-16, post-18
Future behaviours and engagement when back in school
Growing ‘disadvantage gaps’ and how to manage/remediate
Supporting learners with additional, particular needs e.g. SEND
More able learners who are socially disadvantaged
More able learners affected by the pressure they put on themselves or excessive pressure from parents
Transitions and transition points e.g. Years 6 and 13
Negative effects on mental health and wellbeing
Realities of what can be achieved at home
Teacher capacity and skills
What’s working?
Clear, consistent cross-school strategy regarding distance learning and learner contact
Systematic approaches with checks and monitoring
Making expectations clear to learners and parents (e.g. parental guidance and communication apps)
Different models according to need, age, experience of online learning, populations, access to technology and resources e.g. some schools delivering a “normal” timetable of lessons virtually; some providing a mix of timetabled lessons, extended projects, suggested downtime activities; some schools delivering individualised learning packs to pupils’ homes
Many schools favour a mix of online and offline learning
Some schools are trying to tailor provision to individual needs e.g. more able learners having access to appropriately challenging resources, guest speakers, debates and projects which involve higher level skills and knowledge
Some schools are prioritising language development and reading as a priority
In the best of cases schools plan home learning according to best practice in effective learning and effective distance learning e.g. retrieval/recall, use/application, new learning etc; judicious use of what can be learned without too much scaffolding; sometimes readjusting planned schemes and schedules of work; allotting “transition time” for catch-up and individual support
Some schools are trying to connect current distance learning to future work to be undertaken when school restarts
Emphasis on motivation and keeping learners engaged e.g. feedback, praise and rewards, competitions
Emphasis on supporting wellbeing and mental health
Regular contact via email/text and phone e.g. once a week and sometimes once a day for more vulnerable groups
Platforms such as Microsoft Teams, Zoom and Google Classroom enable greater participation and interaction, peer-to-peer and peer-to-teacher
For more insights into how schools are responding to current challenges, watch the recordings of our recent virtual member meetups:
Secondary session (28 April 2020)
Primary session (29 April 2020)
What lasting improvements will be made?
In addition to considering how the many and significant challenges will be addressed, it is interesting to speculate on what will be taken forward from all the excellent practice we have seen being developed. Even more interesting might be to speculate on the more radical consequences of the current period on how we teach and learn in future, not only to be ready for further periods of uncertainty but perhaps because we have glimpsed and exercised approaches that might simply allow to do things better for all our young people. Perhaps we have also glimpsed ways in which we as educators would prefer to approach our profession, learning and development.
To conclude then, here are a few future schooling scenarios. Some are more readily doable and could in the short-term help to mitigate the educational damage currently being wrought. Some will require more radical changes in thinking and resourcing at a national level. It is encouraging that we are seeing in this country at least a recognition of and the opening of a debate about how to alleviate some of the collateral damage produced by the present schooling situation and the educational inequalities it is making more visible.
Future scenarios:
Every child in school ensured access to appropriate education technology (basic internet access in every home with school-aged children?)
Schools open longer as “learning hubs”, equipped and resourced to support children’s and parents’ learning and wellbeing
Priority given to developing parental and community engagement
School structures and timetables to allow greater tailoring of learning and greater personalisation e.g. through mixed-mode learning, time for one-to-one, consolidation etc
A major focus in all schools on high-level language development, reading and cultural capital
Emphasis on development of metacognition, independent learning and study skills
Planned opportunities for all learners, including the more able, to learn and be assessed at appropriate levels and points in their learning
School staff trained in designing online learning and assessment in conjunction with evidence-based classroom pedagogies
Greater use of technology for professional dialogue, planning and CPD
As well as responding to the current situation through increased online CPD, resources and guidance, NACE is planning additional ways to support schools and more able learners in the medium- and long-term. As always, this will include listening to what members are telling us about what they need, encouraging more schools to join the NACE community, and making our voice heard at policy levels and with partner organisations to ensure that learners, including the most able, are at the heart of any educational change and improvement.
What would be most useful for you and your school this term? Complete this short survey to help shape our response.
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