Chisnell Chatter – Edition 33

December 2025

Hello and welcome to my latest Chisnell Chatter.

As the dust settles from the Chancellor’s budget and Christmas trees appear in our hallways, I bring you festive greetings.

In this edition I explore the importance of achievement though Ofsted’s new Inspection framework and provide practical steps in how to embed a lens of achievement when reviewing pupils’ work. I reflect on great edu-reads such as Essential Motivation in the Classroom by Ian Gilbert. The blog also reflects on the key messaging for school leaders from the DfE’s National Behaviour Survey. Enjoy (Ho Ho Ho!).

Achievement – evaluating work

As an Ofsted inspector (I know!) I am always keen to use the inspection framework as a guide to my practice in school. This helps to focus school leaders on the language and methodology in the framework while remaining centred on student outcomes.

I have devised a monitoring pro forma that focuses on the achievement section of the 2025 Ofsted framework. So, let’s start with a clarification of what Ofsted mean when they speak about achievement.

In its broadest sense, achievement takes into account the student’s starting point, their progress from this to key attainment points. So, achievement is a balance of both attainment and progress.

The form below guides leaders in selecting a few key pupils who may not be achieving as well as they could or should in a given subject or across subjects. The document has helpful prompts for leaders and asks them to RAG (Red-not met Amber-partially met and Green-fully met) each area in order to define where strengths and areas for development may be seated.

When undertaking a work scrutiny, select a few students and this form can guide a pupil conference with them or their teachers alongside their workbooks. This can be used alongside governors as a format for monitoring, ensuring that governors remain knowledgeable about the rigour of your evaluative thinking as a leader.

Have a go at using the form and I would love to hear back from you about how helpful this is as a tool.

Work Scrutiny Proforma 2025 FrameworkDownload

DfE publishes the National Behaviour Survey

The National Behaviour Survey (NBS) 2024–25 was published in November 2025. The NBS finds that while schools are seeing improved leader and teacher perceptions of behaviour, and pupils feel safer and more included, significant work remains in ensuring fairness in rule-application, sustaining pupil motivation and translating behaviour culture into consistently positive pupil experiences. Here is a helpful summary of the key points:

Purpose and Approach

The survey covers four main areas: behaviour culture & policy; behaviour management; school environment & experience; frequency & impact of misbehaviour. Key Findings

1. Behaviour culture & policy
  • Only 18% of year 7–13 pupils thought school rules were applied fairly to all pupils all of the time.  
  • 84% of parents agreed they support their school’s behaviour rules (consistent with prior year) — primary parents’ support (89%) higher than secondary (79%).  
  • On mobile phones: 53% of school leaders said pupils can bring phones but must leave them in secure place (May 2025). Compliance: 96% of secondary leaders vs 63% of pupils said rules are followed at least some of the time.  
2. Behaviour management
  • 95% of teachers said they felt confident managing misbehaviour (32% ‘very confident’, 63% ‘fairly confident’). School leaders higher (99%).  
  • Access to training/support has increased: 54% of teachers in Feb 2025 said they could access behaviour-management training (up from 40% in May 2023).  
  • In March 2025, 86% of parents said the school communicates about their child’s behaviour (34% regularly, 52% when issues). Teachers: 84% felt confident communicating with parents about behaviour.  
3. School environment & student experience
  • In May 2025, 88% of school leaders, 63% of teachers, and 57% of year 7–13 pupils said their school was calm and orderly ‘every day’ or ‘most days’. 
  • Pupils feeling safe ‘every day’ or ‘most days’ rose to 80% (May 2025), up from 73% the previous year.  
  • Pupils feeling they belonged ‘every day’ or ‘most days’ rose to 69% (May 2025), up from 57% in May 2024.  
  • However, motivation to learn among year 7–13 pupils dropped to 70% in May 2025 (from 75% in April 2024).  
4. Frequency & impact of misbehaviour
  • School leaders reporting behaviour as ‘very good’ or ‘good’: 88% (May 2025), up from 72% in May 2024. Teachers: 65% (May 2025), up from 46% in May 2024.  
  • Teachers reported 7 minutes lost per 30 minutes of lesson time due to misbehaviour (May 2025), consistent with May 2024.  
  • The proportion of year 7–13 pupils reporting that misbehaviour interrupted at least some lessons: 62% (May 2025), down from 73% in May 2024.  
  • 21% of year 7–13 pupils said they had been victims of bullying in the past 12 months (May 2025), down from 24% in April 2024.  
Implications for Leadership
  • Although confidence in behaviour management is high, consistent and fair application of policy (especially from pupils’ view) remains weak.
  • Increased calm/orderly environment and belonging are positives, but the stagnation in learning time lost and drop in pupil motivation suggest further focus needed on engagement and culture.
  • Mobile phone policy compliance and parental awareness/support of policy are improving, but there remains a significant gap between adults’ and pupils’ views. This remains an educational hot potato, with the ban in Australia on social media for children and schools in the UK banning mobile phones, this is an issue worthy of careful consideration in your strategic planning and discussions, particularly where byullying and safeguarding concerns relate to the use of mobile devices. 
  • The drop in pupil motivation is a key warning sign: schools may need to focus more on student engagement, sense of belonging, and meaningful behaviour culture rather than only sanctions/structure.
  • The full document is available here.

Fluency – getting reading right

Chancellor Rachel Reeves announced a £5,000,000 spend on books in schools (whoop whoop), Ofsted emphasise the importance of foundational knowledge in reading at the core of their new framework. So, from every lens, there is an urgency in ensuring that our schools have a focus on our students’ reading fluency.

Matthew Dix from the Fluency Factory has written a really helpful blog on the importance of reading fluency.

He emphasises the elements of fluency (it is not just about reading speed) Fluency = accuracy + automaticity + appropriate pace + prosody (Rasinski, 2010).

Real fluency teaching is simple: prepare the text, model it, rehearse it, and repeat it. Dix suggests that small tweaks in daily routines lead to smoother reading, better comprehension, and more confident learners (Rasinski, 2010; Shanahan, 2012; National Reading Panel, 2000).

It develops through:

  • Prepared vocabulary
  • Background knowledge
  • Teacher modelling
  • Echo reading
  • Choral reading
  • Repeated reading

Even small tweaks (shorter, scaffolded texts, modelling, repeated oral practice) produce measurable improvement in fluency and confidence.

So, what are the common pitfalls in developing fluency? In his article, Dix suggests the following points that emphasise what fluency isn’t:

  • Giving pupils a long, unseen extract and saying ‘read this’
  • Round robin, popcorn or turn taking
  • Reading as fast as possible
  • Silent reading
  • Something that you finish

So, in your setting; how do you ensure that your staff really understand fluency and how to teach this to their students?

Ofsted – achievement

In the next few Chisnell Chatters, I will focus on the new evaluation areas in the Ofsted Framework. Last edition focussed on curriculum and teaching so let’s move onto achievement. The first point to make is that progress is back. In your school IDSR you will notice that progress measures have returned. This evaluation area assesses:

  •  whether the school provides a high-quality education for all pupils (the impact), that gives them the necessary knowledge, skills and qualifications to succeed in life, and equips them for the next stage of their education, training or employment
  • pupils’ attainment and progress over time in national tests and examinations
  • the progress that pupils make across the curriculum from their starting points, so that they know more, remember more and are able to do more
Implications for School Leadership & Strategic Priorities
1. Embed equity-centred curriculum design
  • Audit and document the curriculum to ensure all pupils (particularly those who are disadvantaged, SEND and pupils who have been supported by a social worker.) have access to a broad, ambitious offer.
  • Monitor that foundational skills (reading, communication, numeracy, oracy) are explicitly built in — not assumed — so all pupils can access the full curriculum.
  • Ensure differentiation and scaffolding are effective, and that standards are high for all pupils.
2. Track progress holistically, not just via exam outcomes
  • Use internal data and progress tracking from individual starting points, especially where cohort size or complexity makes external data unreliable.
  • Ensure pupil work (books, projects, tasks) evidences “knowing more, remembering more, doing more” — across subjects, not just core ones
  • Develop internal quality assurance (work scrutiny, moderated assessment, curriculum sampling) to evidence progress and depth (take a peek at the work scrutiny monitoring form above in this blog).
3. Prioritise inclusion and support for vulnerable groups
  • Demonstrate equitable access and outcomes for disadvantaged pupils, pupils with SEND, those know to social care, EAL learners, etc. — building systems of support, scaffolding, tracking, and review.
  • Ensure interventions and additional support are high-quality and consistently implemented; inclusion is not siloed but embedded across the school.
4. Build a culture of high expectations, ambition and continuous improvement
  • Set clear, shared standards and expectations for teaching, curriculum delivery, challenge and outcomes — across all staff.
  • Encourage professional reflection, peer review and collaborative planning to sustain high-quality teaching and curriculum implementation.
  • Use the new framework’s expectations to support whole-school improvement planning, self-evaluation cycles and strategic ambition (this includes a highly refined and purposeful Pupil Premium strategy).
5. Prepare robust evidence base for inspection and stakeholder accountability
  • Maintain a broad “portfolio” of evidence: curriculum maps, internal assessment data, progress tracking, work scrutiny, attendance, inclusion metrics, interventions, pastoral support — show a holistic picture, not simply exam results. This is for your internal systems of accountability but remember there is a multiple audience; governors, senior leaders, subject leaders, outside agencies and then… Ofsted. Don’t prepare this for Ofsted!
  • Engage governors/trustees in understanding the new framework and securing leadership oversight of Achievement, Inclusion, Curriculum, Teaching — integrated, not separate.
  • Foster transparency and communication with parents/carers: articulate how the school supports all learners, especially those with additional needs or starting points below national norms.
✅ Conclusion

The 2025 Ofsted framework reframes “Achievement” from a narrow outcome-driven measure to a broad, inclusive judgement of educational quality, equity and progress for all pupils. For school leaders, this means redoubling focus on curriculum structure, teaching quality, inclusion and evidencing impact, rather than relying on headline exam metrics alone.

The shift presents both a challenge and an opportunity: by embedding equity, rigorous curriculum and robust self-evaluation, schools can demonstrate a deep commitment to every pupil’s success — not just in grades, but in real learning, growth and life-long potential.

For more details take a look at the Ofsted Toolkit here. If you would like further support with this with training or coaching, then do get in touch.

Essential Motivation in the Classroom – Ian Gilbert

Ian Gilbert’s book, Essential Motivation, provides a really interesting perspective on the importance of motivation in schools. Ian suggests that motivation isn’t something we do to pupils; it’s something we design for them. He argues that students are more likely to work hard when learning feels meaningful, agency-rich, achievable, and a bit irresistible (oh I love that word!). Our job is to engineer the conditions—curriculum, pedagogy, climate, and adult behaviours—that make effort feel worthwhile.

Big ideas
  • Meaning before method: Start with “why this, why now?” Pupils (and staff) invest when purpose is explicit and authentic.
  • Autonomy with guardrails: Choice (task, process, grouping, product) boosts ownership when framed by crystal-clear success criteria.
  • Competence loops: Frequent, low-stakes success builds self-efficacy; struggle is motivating when the next step is visible and doable.
  • Relationships first: Credible, caring adults are the gateway to motivation; tone and trust are curriculum.
  • Curiosity & novelty: Well-placed puzzles, controversy, storytelling, and cognitive dissonance trigger attention and recall.
  • Metacognition matters: Teach pupils how motivation works (habits, routines, self-talk), not just what to learn.
  • Environment signals: Displays, routines, language, timings, and transitions should all say “effort is normal here.”
What this means for SLT
  • Vision & narrative: Make “motivation by design” part of the school story—purpose, autonomy, agency, and feedback as cultural pillars.
  • Consistency over charisma: Don’t rely on “inspirational” moments. Build common routines (e.g., Do Now, success criteria, exit tickets) that create momentum in every room.
  • Data you can feel: Track motivation through behaviour signals (try Ratio from my proviso blog), not just sanctions.
  • Adult culture: Staff motivation mirrors pupil motivation—clarity, autonomy, recognition, and growth pathways for teachers.
Practical strategies (whole-school playbook)

Curriculum & lesson design

  • Start topics with a hook + why (story, problem, artefact linked to real audiences).
  • Build choice architecture: two routes to mastery, alternative products, or role options.
  • Use tiered success criteria (“must/should/could”) to scaffold competence.
  • Plan frequent wins (retrieval, mini-tasks) and visible next steps.

Feedback & assessment

  • Switch some marking to feed-forward: one action that improves the next piece.
  • Make progress public and specific (learning walls, progress trackers, micro-badges).

Climate & routines

  • Embed entry/exit routines that start fast and end with reflection.
  • Coach teachers to use warm-strict language; narrate desired behaviours.

Pupil agency & metacognition

  • Teach a simple motivation toolkit: goal → plan → do → review → celebrate.
  • Use reflection protocols (e.g., “What made me try today?” “What will I change next time?”).
Finally, Ian suggests caution and shares what to watch out for:
  • Choice overload (too many options kills momentum). Keep choices bounded.
  • Novelty without learning (whizz-bang activities must serve the objective).
  • Inconsistent routines (motivation dips if expectations vary room-to-room).
  • Extrinsic trap (over-reliance on points/prizes can crowd out intrinsic purpose).
Leadership reflection questions
  • Where in our curriculum is the purpose least obvious to pupils? What will we change first?
  • Which routines guarantee early success in every lesson?
  • How do our recognition systems reinforce process and persistence, not just performance?
  • Where do teachers have permission to adapt tasks for agency without losing clarity?

Chisnell Chatter Live

The last Chisnell Chatter Live school leader briefing took place in November and focussed on attendance top tips. A recording of the session can be found here.

The next Chisnell Chatter Live session will take place in cyberspace on December 4 2026 and will focus on Pitch Perfect Pupil Premium (I do love a bit of alliteration). With the focus on disadvantaged pupils in the Ofsted framework, this is an essential listen to all school leaders.

Here are the joining instructions:


Join Zoom Meeting
https://us06web.zoom.us/j/87985588794?pwd=vVdniiFqLfob0Wbw8srKF879ucFOGr.1

Meeting ID: 879 8558 8794
Passcode: 290990

And finally…

If you would like me to work with you then do get in touch. We can have a coffee and a chat. The graphic below shares some of the ways that school and trust leaders have used me in the past year. As always, happy to engage in bespoke work that suits your needs.

For those who have undertaken my professional training programme for subject leaders and senior leaders in the past, you may be interested in my updated programme that aligns to the new 2025 Ofsted Inspection Framework. This will empower your subject leaders to attune their practice to the inspection framework while strengthening their own professional knowledge and impact on pupil outcomes.

Chisnell Chatter – Edition 32

November 2025

Hello and welcome to my latest Chisnell Chatter.

I delivered my first session of Chisnell Chatter Live in October and it was a delight to meet face to face with school leaders across the primary and secondary phase. My next Chisnell Chatter Live event will take place on Wednesday 12 November (details below) and I hope to see you there.

In this edition I reflect on tips for heading off behaviour with upstream thinking, DfE documents on Sports funding and Martyn’s Law and updates on Ofsted’s new toolkit relating to curriculum and teaching.

Behaviour – Upstream thinking

I read a super little post by Peps Mccrea from Steplab on LinkedIn. He speaks about the concept of upstream thinking when considering an approach to behaviour management.

He starts with a quick parable:

You and a friend are relaxing by a river. Suddenly, there’s a shout from the water—a child is drowning. Without thinking, you both dive in, grab the child, and swim to safety. BUT…

Before you can recover, you hear another cry for help. You and your friend jump back into the river to rescue the next struggling child.
Then another drifts into sight…
and another…
and another…

The two of you can barely keep up. Suddenly, your friend wades out of the water, seemingly giving up.
“WHERE ARE YOU GOING?” you yell.
Your friend turns: “I’m going upstream to stop these kids falling in”.

There are times when we can get trapped in this kind of ‘downstream’ thinking. When we invest huge amounts of effort trying to deal with problems as they occur. However, our efforts can sometimes be better directed at tackling problems before they occur… towards prevention.

This is ‘upstream thinking’.

The further upstream we intervene, the closer we get to the cause, and the more leverage we gain over any outcome. If we look, we can see upstream thinking in lots of places…

→ Hospitals save more lives when they focus on smoking cessation alongside cancer treatment.
→ Fire services reduce casualties when they invest in fitting smoke alarms alongside improving fire truck response times.

Behaviour for learning is no exception.

When schools invest in upstream interventions—like culture, motivation, and systems—they are less likely to see undesirable behaviours manifest. The most effective schools are those which take steps to influence behaviour BEFORE it happens, as well as putting in place strategies for addressing it AFTER it has occurred.

Peps makes a valuable point here, we so often see behaviours and respond to them with sanctions and at best, restorative practices. In order to make a deep change in the culture of behaviour in our school, we need to go upstream to meet pupil behaviour at the point before it manifests into misbehaviour. Whether this is a focus on the clarity of vision and values, the PSHE curriculum, opportunities for pupil voice or training for staff; heading upstream can provide a lasting improvement in the behaviour of your pupils.

So.. what can your school do to move things further upstream?

DfE PE and Sport Funding Guidance

The DfE has released its latest PE and Sports Funding guidance for primary schools. Here is a synopsis of the key points in the document.

The 5 Key Indicators

Schools should plan impact around these indicators:
1️⃣ Engagement of all pupils in regular physical activity.
2️⃣ Raised profile of PE/sport as a tool for whole‑school improvement.
3️⃣ Increased staff confidence, knowledge, and skills.
4️⃣ Broader experience of sports/activities for all pupils.
5️⃣ Increased participation in competitive sport.

Smart Use of Funding – What Works

✔️ Professional development for teachers and subject leaders.
✔️ Embedding activity into the school day (active travel, active lessons).
✔️ Inclusive initiatives targeting least‑active pupils, girls, SEND, or disadvantaged.
✔️ Sustained partnerships with sports networks or clusters.
✔️ Top‑up swimming lessons for pupils below national curriculum standard.

Avoid Using It For:

❌ New building projects or fixed play equipment.
❌ Staffing core PE lessons or standard curriculum provision.
❌ One‑off events or coach hire with no long‑term impact.
❌ Substituting existing school budget commitments.

Accountability & Reporting

• Publish a detailed impact report by 31 July 2026 on your website.
• Complete the DfE digital expenditure return (including swimming data).
• Demonstrate how improvements will be sustained beyond this funding year.
• MATs must publish individual school reports – not one joint return.

Leadership Tips for Impact

⭐ Link PE spend to school priorities: wellbeing, behaviour, attendance, readiness to learn.
⭐ Build sustainability: invest in staff skills and systems, not just resources.
⭐ Track who benefits – especially least‑active and disadvantaged pupils.
⭐ Engage governors: encourage them to ask impact and sustainability questions.
⭐ Showcase success: PE should be visible in school culture, not hidden in timetables.

The full document can be found here.

Martin’s Law and education settings

Martyn’s Law (Terrorism (Protection of Premises) Act 2025) introduces new legal duties to help keep pupils, staff, and visitors safe from the risk of terrorism. It requires schools and education settings to assess risk and implement proportionate protective measures. Although there is a 24-month implementation period, the document is worthy of early consideration and adoption.

Who It Applies To

• Maintained schools, academies, free schools, independent schools, early years settings, FE colleges and universities.
• Applies in full to settings with 200+ people on site (staff and pupils combined).
• Smaller settings are encouraged to prepare voluntarily.

Core Leadership Requirements

1️⃣ Conduct a terrorism risk assessment for your premises.
2️⃣ Implement proportionate protective security measures.
3️⃣ Review site access, visitor management, and emergency procedures.
4️⃣ Plan and rehearse evacuation and lockdown responses.
5️⃣ Liaise with local security partners and emergency services.
6️⃣ Embed awareness into safeguarding, staff training and induction.

Timeline

• Act published 2025, full implementation expected by 2027.
• DfE guidance available now; statutory guidance to follow.
• Schools should begin preparatory work in 2025–26.

Key Questions for Leaders & Governors

✔️ Have we completed or scheduled a terrorism risk assessment?
✔️ How do our site access controls, perimeter, and visitor management protect pupils?
✔️ Are staff confident in lockdown and evacuation procedures?
✔️ How is security integrated into safeguarding and wellbeing policies?
✔️ What communication plans exist for parents and the wider community?
✔️ Do governors receive assurance on compliance and readiness?
✔️ How will we review, train, and update measures annually?

The full document can be read here.

Ofsted’s new toolkit – A focus on Curriculum and Teaching.

In the next few Chisnell Chatters, I will focus on the new evaluation areas in the Ofsted Framework. Last edition focussed on inclusion so let’s move onto curriculum and teaching.

The first point to make is that teaching is back. After a focus on the quality of education in the previous framework, the quality of teaching has returned in this evaluation area. This evaluation area assesses how effectively school leaders design, implement, and monitor a high-quality curriculum and teaching that secures knowledge, vocabulary, and foundational skills for all pupils. Inspectors consider both intent and implementation, focusing on equality of access and the impact of teaching.

What Inspectors Look For

1️⃣ Strategic Leadership of Curriculum & Teaching
• Leaders (including governors) understand the quality of curriculum and teaching across subjects.
• The curriculum covers statutory requirements and is at least as ambitious as the national curriculum.
• The school equips all pupils, particularly disadvantaged and SEND pupils, for success in later life.
• Leaders ensure teachers have strong subject knowledge and access to professional learning.
• Barriers to learning are identified and reduced through curriculum design and adaptive teaching.

2️⃣ Securing Strong Foundations for All Pupils
• Reading, spelling, handwriting, and maths are prioritised.
• ‘Keeping up, not catching up’—gaps are addressed swiftly through early identification.
• Vocabulary, oracy, and reading competency are developed across all subjects.
• Pupils are explicitly taught to communicate effectively through spoken language.

3️⃣ Early Foundations (EYFS and KS1)
• Early curriculum defines foundational knowledge for later learning.
• Daily story time, phonics, and dialogue strengthen language development.
• Repeated practice builds fluency in number, handwriting, and vocabulary.

4️⃣ Older Pupils (KS2 and Beyond)
• Assessment identifies gaps in literacy, language, and maths.
• Targeted teaching ensures pupils catch up rapidly.
• Teachers are supported to adapt instruction based on evidence of learning.

Leadership Implications

⭐ Align curriculum intent, teaching quality, and outcomes.
⭐ Prioritise professional learning that deepens subject and pedagogical expertise.
⭐ Use assessment intelligently—inform teaching, not workload.
⭐ Communicate curriculum ambition clearly to staff, pupils, and governors.
⭐ Model high expectations for all pupils, avoiding lowered standards in the name of inclusion.

Governor & SLT Discussion Questions

✔️ How do we know our curriculum is as ambitious as the national curriculum for all pupils?
✔️ What systems ensure teachers have the expertise and subject knowledge to deliver effectively?
✔️ How are reading, vocabulary, and oracy embedded across the curriculum?
✔️ Where are we prioritising ‘keeping up’ interventions—and what’s the evidence of impact?
✔️ How do we evaluate teaching quality without overloading staff?

For more details take a look at the Ofsted Toolkit here. If you would like further support with this with training or coaching, then do get in touch.

Chisnell Chatter Live

The first Chisnell Chatter Live school leader briefing took place in October. The session provides school leaders with a 30 minute micro briefing on a range of topics plucked from my Chisnell Chatter edu-blog. The first live session focussed on Ofsted’s new framework and how to use this to strengthen monitoring in your school.

The next Chisnell Chatter Live session will take place in cyberspace on Wednesday 12 November 2026. Sign up for the session here.

And finally…

If you would like me to work with you then do get in touch. We can have a coffee and a chat. The graphic below shares some of the ways that school and trust leaders have used me in the past year. As always, happy to engage in bespoke work that suits your needs.

For those who have undertaken my professional training programme for subject leaders and senior leaders in the past, you may be interested in my updated programme that aligns to the new 2025 Ofsted Inspection Framework. This will empower your subject leaders to attune their practice to the inspection framework while strengthening their own professional knowledge and impact on pupil outcomes.

Chisnell Chatter – Edition 31

October 2025

Brace yourself, more change afoot!

We have more educational and political change afoot, we await the White Paper on SEND amongst clarity on how the new Ofsted inspection framework will unfold from November 10th 2025. Dip into my latest Chisnell Chatter (I can’t believe this is edition 31) and pick up on some nuggets of inspiration and information.

In this edition I reflect on School’s Minister Georgina Gould’s perspective on SEND; the Children Commissioner’s report into children and pornography and Ofsted’s new Toolkit.

SEND

The schools minister, Georgina Gould, has hinted at the forthcoming reforms to SEND education. Here is an article published in Schools Week that reflects on Georgina’s comments.

The key messages are:

Four Principles for SEND Reform:

• Children, families, teachers, and support staff must be at the forefront of reform.

• Early intervention is critical – support must be given as soon as issues appear.

• Provision should be local – children shouldn’t travel long distances for support.

• Collaboration beyond schools – include health services, youth clubs, play, and workplaces that embrace neurodiversity.

Legal Rights to Support

• The government is committed to maintaining a legal right to additional support for children and young people with SEND.

• The minister also gave a commitment that no child will be left behind in education reforms.

• Government adviser Dame Christine Lenehan previously suggested EHCPs could be narrowed or limited to special school pupils as part of reforms under consideration.

What are the implications for school leaders?

• Expect a continued emphasis on early identification and intervention – schools must strengthen their graduated response.

• Local partnerships will be critical – build stronger links with health, community services, and families.

• Prepare for reforms to EHCPs – ensure robust evidence and inclusive practice in anticipation of system changes.

• Leadership voice matters – ensure staff, pupils, and family experiences are fed into consultation and reform discussions.

It is clear that SEND reforms are imminent. As school leaders, we must prioritise early intervention, strengthen local provision, and engage with families to safeguard the rights and support of children with SEND. This echoes the heightened focus on inclusion in the new Ofsted framework for 2025 where inclusion has its own judgement area in the toolkit.

Children’s commissioner report into children and pornography

The Children’s Commissioner released a new report into children and pornography during the summer. This may have been lost in the myriad of publications during the summer months. Nonetheless, there are some important points that have implications on how we design and deliver our PSHE programmes and undertake our safeguarding of children.

Key messages include:

🔟 Key Points

  1. Early exposure – Children are exposed to pornography young, often by age 11, sometimes as early as 6 years of age.
  2. Accidental access – Most first encounters happen unintentionally via social media algorithms or poor platform design.
  3. Extreme content – Many children report exposure to violent or degrading acts, including strangulation and non-consensual sex.
  4. Normalisation risk – Pornography is shaping young people’s beliefs about what “normal” sex looks like.
  5. Links to harmful behaviour – Pornography is cited in cases of child-on-child sexual abuse and harmful sexual behaviours.
  6. Consent confusion – Some young people believe harmful myths regarding consent.
  7. Vulnerable groups at higher risk – Children with disabilities, those on free school meals, or with social workers are more likely to be exposed early.
  8. Safeguarding gap – Online Safety Act measures are not enough; children can bypass protections.
  9. Platform responsibility – Algorithms and design choices actively push harmful content towards children.
  10. Call to action – Stronger regulation, closing loopholes, and equipping schools to address the impact are urgently needed.

As school leaders we need to be aware of this document (full report here). We need to ensure that our PSHE or SRE curriculum addresses the points in order to safeguard our children. Also, that our filters in school swiftly alert us of pupils who may search for pornography and minimise the risks for our children in accessing inappropriate information when online. Finally, that our staff and families are alerted to the potential risks and that our safeguarding teams are knowledgeable of the signs and symptoms posed by these risks.

Ofsted’s new toolkit – A focus on inclusion.

In the next few Chisnell Chatters, I will focus on the new judgement areas in the Ofsted Framework. Let’s get started on inclusion.

Inclusion is the first judgement area in the toolkit after safeguarding. This gives an important message of the priority the framework places on the importance of inclusion.

So what is inclusion? Let’s not get trapped into thinking inclusion is just pupils with SEND. The toolkit defines inclusion as:

  1. Socioeconomically disadvantaged pupils (those eligible for the pupil premium)

2. Pupils with SEND; this means pupils receiving special educational needs (SEN) support, and those with an education, health and care (EHC) plan

3.  Pupils who are known (LAC) or previously known (PLAC) to children’s social care, such as children in need and looked-after children

4. Pupils who may face other barriers to their learning and/or well-being, which may include pupils who share a protected characteristic.

For more details take a look at the Ofsted Toolkit here. Get your SEND team to read through pages 10-16 and become familiar with the language and content and use this to reframe their strategic thinking, their monitoring and evaluation. If you would like further support with this with training or coaching, then do get in touch.

Behaviour – consistency is key

Simon Currigan, writing in linkedIn challenges us to think why school behaviour policies may not work.

He suggests that it’s not because policies are badly written but rather because they’re applied inconsistently.

➡️ One teacher gives a warning when a child breaks the rules.
➡️ Another jumps straight to a sanction.
➡️ A third ignores it completely.

Same behaviour. Three responses.

As a result, pupils learn that the adults are unpredictable and that rules aren’t really rules.

And for pupils with SEMH needs, that unpredictability fuels anxiety, stress, and dysregulation. As a result, pupils feel unsafe. As Dylan Williams would say, the adults need to change.

Unpredictable adults = unsafe pupils.

Currigan suggests the solution is simple and that consistency is key. It means creating predictable, calm adult behaviour that students can trust. Also, having clear procedures your whole team follows, while still using their professional judgement.

There’s a formula that explains why some staff stick to the policy… and others don’t.

⭐️ It’s called The Change Equation.

Understanding it is the key to winning hearts, overcoming resistance, and getting your team pulling in the same direction.

Because consistency isn’t just a strategy – it’s the foundation of a strong school culture.

✔️ When adults are predictable, pupils feel safe.
✔️ When pupils feel safe, they learn.
✔️ That’s why consistency matters more than any poster, policy, or reward chart.

You’ll see the payoff in calmer pupils, less stress for staff and a more focused classroom.

Here is the link to Simon Currican’s site for more details.

Top tips for engaging CPD

I recently led a training session for an NPQ cohort of middle leaders on highly effective CPD. Here is a short video of some of the tips taken from Shaun Allison’s book Perfect Teacher-Led CPD. You will need a LinkedIn account to view this, if you haven’t got one, just get one; this is a great place for professional dialogue.

And finally…

If you would like me to work with you then do get in touch. We can have a coffee and a chat. The graphic below shares some of the ways that school and trust leaders have used me in the past year. As always, happy to engage in bespoke work that suits your needs.

For those who have undertaken my professional training programme for subject leaders and senior leaders in the past, you may be interested in my updated programme that aligns to the new 2025 Ofsted Inspection Framework. This will empower your subject leaders to attune their practice to the inspection framework while strengthening their own professional knowledge and impact on pupil outcomes.

Chisnell Chatter – Edition 30

September 2025

Welcome back!

As the weather turns autumnal and the fresh paint in the corridors dries, I hope this edition of Chisnell Chatter finds you well. I have been refining my training and support programmes during the summer recess.

In this edition I reflect on top tips for classroom practice including the 3-2-1 reflection and whether to stream students. Reflect on the DfE’s AI training modules and wider thoughts on schools using Alternative Provision. Have a read and do share with any colleagues who would benefit from the content. Wishing you all a wonderful term.

3-2-1 reflection

I came across the 3-2-1 reflection when reading an article by Zipporah Murugi Muli. This provides a simple yet powerful reflection strategy. It’s quick, effective and works across subjects and grade levels. This can be used as an exit ticket in the classroom to check in on the depth of learning and understanding within a lesson. The three steps are to ask students to think about:

📍 3 things they learned
📍 2 questions they still have
📍 1 thing they want to remember

This strategy shifts the focus from teaching to learning. It tells the teacher not just what content has stuck but also where curiosity lies and what deserves revisiting. Even more, it empowers learners to take ownership of their thinking.

Zipporah also shares a worksheet to record the student’s thinking and this also can provide a helpful reference tool for students as they look back over their work.

DFE release guidance on Alternative Provision

As a lead inspector, I often come across schools using Alternative Provision for their students. Alternative Provision provides a valuable resource for our schools for students who need specialised support. I have also had the privilege of recently supporting an Alternative Provision provider to register to become an independent school.

As the range of Alternative Providers grow, the DfE have recognised that many are unregistered and the oversight by Local Authorities differs. The DfE has overhauled its guidance for Alternative Provision (AP)—replacing the 2013 version—with a strong emphasis on clarity, accountability, and outcomes. This update reflects changes in legislation and policy, and highlights key improvements in how AP should be structured and delivered.  

** What You Need to Know:**

  • Clear Legal Duties: Reinforces local authority responsibilities under Section 19 of the Education Act 1996 for children who can’t access mainstream education—due to exclusion, illness, or other reasons.  
  • Improved Funding Transparency: Clarifies funding streams, such as high needs budgets, top-up funding, and school contributions, and stresses the importance of sustainable, high-quality AP.  
  • Early Intervention & Reintegration: Encourages collaborative planning among AP providers, schools, and local authorities to support pupils’ return to mainstream education—or transition into post-16 pathways.  
  • Flexible, Inclusive Delivery: Recognises a broader range of AP settings—including PRUs, FE colleges, vocational training, remote education, and unregistered providers—with an expectation of full-time education wherever possible, or well-justified part-time alternatives.  

Why It Matters

This refreshed guidance provides clarity and practical direction for all stakeholders involved in delivering AP. By advocating early intervention, transparent funding, reintegration pathways, and diverse delivery mechanisms, it aims to ensure pupils receive a tailored, safe, and consistent education—regardless of their circumstances. For school leaders, you need to be clear about the close liaison and engagement with the AP, if these elements are not in place then you will be open to some tricky discussions with an inspection team:

  • Ensure that you have visited the AP to assess the safety and curriculum and that you are clear about the oversight of safeguarding from the Local Authority and that you have a Risk Assessment in place.
  • Have a clearly defined curriculum that you can monitor and review regularly with the AP.
  • Remain responsible for attendance to ensure that your student attends and you keep a record of attendance.
  • Maintain clear liaison with the AP to ensure any safeguarding issues are raised and acted on.
  • Build in regular reviews with the AP and ensure that the parent/carer remains informed.
  • Have a clearly defined reintegration plan that is time limited with clear milestones of success to this point.

The complete DfE document on AP is available here.

AI training modules

The DfE has released modules for teachers and school leaders on the use of AI in schools and colleges. These provide helpful guidance as this emerging technology takes purchase.

Originally published on 10 June 2025, the DfE’s leadership presentation—“Using AI in Education”— offers school and college leaders a strategic toolkit for integrating AI safely and effectively into education settings. 

The suite of training modules cover:

  • The opportunities AI brings, such as reducing teacher workload and enhancing personalisation.
  • Safety considerations, including risks like hallucinations, bias, data protection, and child safeguarding.
  • Self-audit tools to assess current AI use and identify gaps or areas for development.
  • Guidance on strategic planning, including how to embed AI into your institution’s digital strategy. 

The presentation for leaders supports internal discussions among senior leaders and governors, helping frame key questions such as:

  • How do we ensure AI tools comply with GDPR, IP law, and school safeguarding policies?
  • How do we prepare staff to respond to AI-related safeguarding concerns?
  • How can AI enhance personalised support—especially for SEND or EAL learners?
  • What should we include in our AI risk assessment and CPD plans? 

Why It Matters?

  • Strategically Positioned: It equips leaders—from SLT to governors—with structured, scalable tools to approach AI integration.
  • Safety First: The presentation stresses critical oversight: AI should support teachers, not replace them.
  • Practical & Reflective: It includes tools to audit current AI usage, guide planning, and embed AI within wider digital priorities. 

Bottom Line for School Leaders

The DfE’s leadership presentation is your entry point into confidently and safely integrating AI in your setting. It frames AI not merely as a technical tool, but as a strategic opportunity—best harnessed through thoughtful planning, human oversight, and staff development.

Here are the links to the training modules for Teachers:

Understanding AI in education – Module 1

Interacting with generative AI – Module 2

Safe use of generative AI – Module 3

Use cases of generative AI – Module 4

For schools and college leaders:

Using AI in education – Leadership support

Teaching One Pagers

Jamiee Clark has produced a super book called One Pagers. This provides a one page synopsis of key educational theories and ideas. He has produced a range of posters that also accompany this and these are available here. An example of a poster available on his site is here:

To set or not to set? That is the question.

Schools engage in a range of grouping strategies for students. Whether primary or secondary schools, the research in the effectiveness of streaming or setting is always in hot debate. Here is an article by Joe Mason that unpacks the issues around setting, streaming and mixed ability learning. A worthy read to stimulate a fresh lens on your own practice.

The key points he makes in the article are:

There is no definitive answer as to whether to set, stream or operate mixed ability learning. Ultimately, the decision depends on your context, your teachers, your students, your resources. Good setting works. Good mixed-ability works. Bad versions of either widen gaps and leave students behind.

Joe asserts that The implementation—the people, the systems, the culture—matters more than the grouping itself.

If you’re leading a school or department, or your own classroom, the best advice is:

  • Know your students (not just their scores).
  • Make grouping flexible and humane.
  • Invest in your weakest sets (in teaching, resources, and expectations).
  • Watch out for bias—gender, ethnicity, relative age.
  • And never, ever let a student (or teacher) believe a low set means a low ceiling.

DFE releases outcome of its review on RSHE

New Guidance Becomes Statutory (Sept 2026)

The revised statutory guidance for Relationships Education, Relationships and Sex Education (RSE), and Health Education will come into force from 1 September 2026. Schools must update their curriculum and policies accordingly and consult parents in advance.  

Key Principles Remain Central

The updated guidance reaffirms essential principles:

  • Preparing young people for a complex modern world—supporting their safety, wellbeing, and ability to form respectful relationships.
  • The critical role of parents and carers as primary educators.
  • Ensuring content is age-appropriate, inclusive, and sensitive to community values.
  • Allowing schools the flexibility to tailor content to their specific pupil needs.  

Schools Must Engage Parents and Be Transparent

Schools are reminded to:

  • Involve parents in policy development and revisions.
  • Clearly publish their RSHE policy, outlining content, delivery timelines, responsible staff (including external providers), and parental withdrawal protocols.  

Addressing Emerging Threats and Social Issues

The new guidance strengthens or introduces content on:

  • Sexual harassment and violence.
  • Developing age-appropriate responses, such as teaching about deepfakes, incel culture, and the impact of online misogyny.
  • Topics like financial sexual exploitation, strategies for personal safety in public spaces, and framing positive gender identities and consent.  

Mental Health and Wellbeing

Reflecting extensive feedback (with 79% support), updates include:

  • Clarification that not all negative feelings indicate mental health issues.
  • Enhanced focus on building resilience and coping strategies.
  • Requirement for secondary schools to have suicide prevention plans in collaboration with mental health professionals.  

Respecting Inclusivity and Legal Clarity

  • Schools retain the flexibility to teach sensitive or “contested” topics (e.g., LGBTQ+ and gender identity), without endorsing any particular viewpoints. They must teach the facts and law.  
  • Sensitivity to parental and community values remains a guide, not a restriction.

Why it matters for leaders?

This revised RSHE framework equips schools to better safeguard pupils against modern threats—particularly online harms and societal pressures. It offers clearer communication with parents and supports the mental health of children. Crucially, it balances statutory requirement with flexibility and inclusion.

And finally…

I would love to hear from you about your thoughts on any of the elements of this blog.

If you would like me to work with you in the coming year then do get in touch. We can have a coffee and a chat. The graphic below shares some of the ways that school and trust leaders have used me in the past year. As always, happy to engage in bespoke work that suits your needs.

For those who have undertaken my professional training programme for subject leaders and senior leaders in the past, you may be interested in my updated programme that aligns to the new Ofsted Inspection Framework. This will empower your subject leaders to attune their practice to the inspection framework while strengthening their own professional knowledge and impact on pupil outcomes.

Chisnell Chatter – Edition 29

July 2025

Well you are nearly there! I hope you are navigating the myriad of school productions, residential trips and end of term shenanigans. As we charge towards the final days in the school year I bring you the 29th edition of Chisnell Chatter. Thank you for being with me on my journey into education consultancy. I continue to be humbled by the amazing work and stories I encounter in your schools.

It has been a while since my last blog and as always, there have been many publications and policy shifts. Take a peek at what has piqued my educational interest below.

Early Years One Stop Shop

The DfE released a document that outlines the online and face-to-face support for the Early Years. The full document can be found here. The offer is fully funded by the DfE. Here is a synopsis:

Aim of this document:To improve early language, literacy, and mathematics outcomes in Reception classes through evidence-informed, sustainable teaching practices. In particular this is helpful for schools grappling with outcomes or serving disadvantaged communities.

Key Features of the Offer:

Expert Support:Schools receive tailored support from experienced early years professionals (usually through Teaching School Hubs or local system leaders).

Focus Areas:

High-quality adult-child interactions

Early language and vocabulary development

Early reading and phonics foundations

Early number and mathematical understanding

Effective use of the Early Years Foundation Stage (EYFS) framework

Sustained Support Model: Typically delivered over 2–3 terms, allowing time for development, reflection, and refinement.

Professional Development: Includes CPD sessions, in-class coaching, and access to evidence-based materials (such as those from the Education Endowment Foundation and DfE-approved phonics schemes).

Leadership Involvement: Senior leaders are engaged throughout to ensure changes are embedded and aligned with wider school priorities.

The intended Outcomes are stronger foundations in language, communication, literacy, and maths and ultimately greater preparedness for Key Stage 1.

Chunking in the classroom

In a helpful article by Evidence Education, Kate Jones shares some top tips in chunking. Chunking involves breaking information into smaller, manageable segments to support learning, particularly in early stages when working memory is limited.

Why use chunking?

  • Reduces cognitive overload.
  • Aids both retention and transfer of knowledge.
  • Supports learners of all ages and subjects.
Classroom applications of chunking:
  1. Instructions
    • Break instructions into clear, sequential steps.
    • Display them visibly to aid memory and reduce reliance on verbal recall and cognitive overload.
  2. Explanations
    • Avoid long, uninterrupted teacher talk.
    • Segment explanations and interleave with tasks or questions to consolidate learning.
  3. Chunk. Check. Correct.
    • Scaffold self and peer assessment by chunking the focus (e.g., check spelling first, then facts).
    • Encourages accurate reflection and reduces overwhelm.
  4. Note Taking – Cornell Notes Method
    • Structured note format divided into sections (e.g., keywords, notes, questions, summary).
    • Encourages organised, segmented processing of key learning.

Chunking supports attention, understanding, and memory. By applying it purposefully in explanations, instructions, assessment, and note taking, teachers can optimise cognitive load and deepen learning.

You may want to share these strategies with your subject leaders to consider how a pedagogical approach of chunking can support pupils to manage their cognitive load when learning. For the full article follow this link.

Cognitive science principles when curriculum planning – Teacher Toolkit

In his article on cognitive science and planning, Ross Morrison McGill provides some sage advice. As we look towards curriculum planning refinements for September, this is worth a look. Here are some key points Ross makes in the article:

Apply these three memory-informed steps when building schemes of work:

  1. Prioritise core knowledge – Define what must be remembered, not just what must be covered. Highlight threshold concepts. Imagine these key knowledge components as the anchor/ bridge threads of a spiderweb; the frame which forms the outer boundary. Without these pillars (of knowledge), there is no solid foundation to build upon.
  2. Plan for forgetting – Integrate retrieval opportunities across lessons. Build in spaced practice from previous units. Think of this like a misconception in class where students forget information or develop the wrong knowledge. These key parts being reshaped are very similar to the radius spokes on a spiderweb.
  3. Leave space to adapt – Schemes should offer direction, not scripts. Allow space for reteaching, questioning and challenge.

Anchor everything around: encode, store, retrieve.

  • Encode = What must be taught and committed to memory?
  • Store  = How will the knowledge stick? What resources and methods will you use?
  • Retrieve = When and how will students recall this information? Today, next lesson, next week, next month?

Finally, ross provides a helpful checklist of key questions to ask subject leaders when considering their approach to curriculum design:

CPD questions for teachers:
  1. Does your scheme of work prioritise knowledge over content coverage?
  2. Are retrieval opportunities clearly mapped across the term or year?
  3. Is cognitive overload considered in how topics are sequenced?
  4. Do you know when to revisit and reinforce core concepts?
  5. How are SEND and EAL needs built into your curriculum structure?
  6. Is your scheme flexible enough for reteaching?
  7. What misconceptions are likely to occur, and are they flagged?
  8. Does each unit identify prior knowledge and future links?
  9. How often is the scheme reviewed and updated?
  10. Could another teacher pick it up and teach with clarity?

AI – the biggest risk is doing nothing

The DfE has published an interesting document entitled The biggest risk is doing nothing’: insights from early adopters of artificial intelligence in schools and further education colleges. Here is a summary of the paper.

AI adoption is still early-stage and varied
  • Only a minority of schools and FE colleges are implementing AI, despite high curiosity among teachers and students.
  • Usage ranges widely—from administrative automation to interactive classroom tools—depending on resources, infrastructure, and readiness  .
Leadership, structure & governance matter
  • Early adopters often form cross-functional AI leadership teams, including IT, data managers, and curriculum leads  .
  • Ethical governance is a priority: most adopters set clear policies around data protection, safeguarding, bias, and intellectual property  .
Workload reduction is a key driver for AI
  • The primary motivation cited by school leaders is using AI to alleviate teacher workload—especially for lesson planning, resources, marking, and administrative tasks  .
AI champions build confidence
  • Nearly all settings had a designated “AI champion” (usually a tech-savvy teacher) who promotes AI tools, supports colleagues, and helps build trust  .
Unclear pedagogical integration & impact
  • Most leaders are still exploring how AI aligns with pedagogy, without systematic strategies or clear success metrics in place  .
  • There is limited robust evidence demonstrating AI’s impact on learning outcomes—much of the usage remains experimental and short-term ().
Infrastructure & equity challenges
  • A persistent digital divide—in terms of access to devices, broadband, and AI tools—risks exacerbating educational inequality ().
  • Without equitable infrastructure, some pupils may miss out on AI benefits.
Need for professional development
  • Staff concerns around ethics, data safety, and trustworthiness make structured AI-focused CPD essential  .
  • Technical and pedagogical training is needed so teachers can critically evaluate AI outputs and integrate tools effectively  .
Inspection and regulatory stance
  • Ofsted will not directly evaluate AI use, but will consider how it influences learning experiences and outcomes  .
  • The report has informed new inspection training, ensuring inspectors are equipped to observe and evaluate AI integration  .

Overall Takeaways

  • Risk of inaction: Not engaging with AI could leave schools behind.
  • Adopt thoughtfully: Building leadership capacity, governance frameworks, and staff expertise is crucial.
  • Prioritise equity: Closing the tech-access gap ensures all students benefit.
  • Focus on evidence: More long-term, rigorous research is needed to understand AI’s effect on learning.

Wherever you are with the use of AI, there is no doubt that it is a tool that will continue to grow in our schools and trust. Using AI to benefit without diminishing our professionalism and student learning is key as we navigate this new pathway. a wider document Generative AI in Education is also worthy of a careful read.

ADHD – lessons from Sweeden

In a Linkedin post, Chris Benson outlines research from Sweden and considers what this suggests for our approach to supporting students with ADHD in the UK. Here is a summary of the post.

🔍 Key Findings:

  • ADHD ability is often underestimated—students perform better in external tests than in teacher assessments.
  • School culture matters—some schools reduce the impact of ADHD, others make it worse.
  • Discrimination persists, especially in private school admissions.
  • Secondary school years are hardest—relationships and extracurricular roles help.

🌍 Global Relevance:

  • These patterns mirror issues seen in the UK and worldwide: inconsistent support, misunderstood behaviour, and poor transition planning.

✅ What Schools Can Do:

  • See ADHD as a difference, not a deficit.
  • Train all staff, not just SENCOs.
  • Use verbal, active, and structured learning.
  • Build strong relationships and support transitions.

Pedagogical approaches

Ofsted often ask leaders to define their pedagogical approaches to delivering the curriculum. This can sometimes blindside some subject leaders. As a helpful guide, here are five approaches that are used by Shazia Iqbal a medical education consultant. While this is relevant for the medical profession, this resonates with our work in schools:

Five Key Pedagogical Approaches in Teaching

1. Constructivist Approach
– Learning is an active process where students construct knowledge through engagement.
– Emphasises student-centered learning over passive information reception.
– Learners build meaning through experiences and critical thinking.

2. Collaborative Approach
– Involves group learning where participants share knowledge and skills.
– Encourages interaction, peer feedback, and cooperative problem-solving.
– Knowledge is co-created through teamwork and diverse perspectives.

3. Inquiry-Based Approach
– Begins with questions, problems, or scenarios to stimulate exploration.
– Students research, analyze, and develop solutions independently or in groups.
– Enhances critical thinking, problem-solving, and research skills.

4. Integrative Approach
– Connects multiple disciplines to deepen understanding.
– Promotes interdisciplinary learning (e.g., combining science and literacy).
– Improves engagement and comprehension across subjects.


5. Reflective Approach
– Teachers evaluate and refine their instructional methods.
– Focuses on improving teaching strategies based on student outcomes.
– Used for self-assessment, skill enhancement, and addressing learning challenges.

It is a worth activity to consider which of these pedagogical approaches drive your curriculum or individual subjects. Once you define which, or a combination of these are used, check that this is delivered consistently in order to get the best from your curriculum implementation.

And finally…

I would love to hear from you about your thoughts on any of the elements of this blog.

If you would like me to work with you in the coming year then do get in touch. We can have a coffee and a chat. The graphic below shares some of the ways that school and trust leaders have used me in the past year. As always, happy to engage in bespoke work that suits your needs.

Chisnell Chatter – Edition 28

May 2025

As the days lengthen and the summer beckons, here is my latest edu-blog filled with morsels of SEND practice, DfE reviews and research guidance.

Intrigued? Then read on….

Dyslexia

Assistant head and SENCo, Emma Saunders, has produced a super graphic that defines dyslexia. She breaks down key parts of the definition of dyslexia, highlights what these challenges might look like in the classroom, and offers brief, practical ideas for how to support them.

The updated definition of dyslexia now includes references to phonological memory/auditory memory, and working memory as these areas are often overlooked but can have a significant impact across the entire curriculum. It’s not just about reading and writing.

Qualitative or Quantitative research?

In an article on research, Emmanuael Tsekleves explores the value of and interconnection between qualitative and quantitative research.

He suggests (rightly in my opinion) that both have their place, and mastering them can set you apart. In his post, he states that:

Qualitative Research:
→ Think of it as the soul of your study. It dives deep into meanings and experiences. Uncovers the why and how of human behavior.

Quantitative Research:
→ This is the skeleton. It provides structure through measurable data. Offers the what and how much.

But what if you could blend them?

The real breakthrough comes from Mixed Methods Research.
→ It’s like weaving the soul and skeleton together. Integrating qualitative and quantitative for comprehensive insights.

The challenge?

In academia, we often choose sides. We’re conditioned to believe one is superior. But what if that’s a limitation rather than a strength?

Here’s a thought: Could the future of research be a harmonious blend? Let’s rethink our approach. Imagine the possibilities when we embrace both.

I explore the definition and benefits of both styles of research methodology in my book, Irresistible Learning – embedding a culture of research in schools. For me, there is certainly a place for a blended approach to their use in school-based research.

Here is a link to step 5 of my research cycle if you want to find out more about qualitative and quantitative research.

Behaviour and emotional regulation

In a post on LinkedIn, The Secret Behaviourist shares a valuable insight to the effective implementation of emotional regulation tools in school.

It’s all about the process. When introducing a new tool for emotional regulation tool in school… ask this first:

“Do our staff truly understand what regulation is?”

A new framework gets rolled out — Zones of Regulation, Engine’s Running, Stress Response Curve, Window of Tolerance… Posters go up. A CPD slide deck is shared. And then we expect pupils to use it without thinking about how this fits in the school’s culture, systems and the theoretical underpinning for staff, students and parents.

Effective regulation isn’t a poster or a worksheet. It’s a relational, developmental, co-constructed skill.

If the adults don’t fully understand the theoretical underpinning of the system and how this is applied in the context of their own organisation, the pupils won’t benefit from it.

Here’s what The Secret Behaviourist states what matters most:

1. 🧠 Start with the adults
If your staff can’t talk about their own regulation, they’ll struggle to support a child’s.
It’s not about oversharing — it’s about modelling calm, language, and safety.

2. 🤝 Co-regulation comes before self-regulation
Pupils need us to help them calm down.
The poster doesn’t do the work — the relationship does.

3. 🧰 Pick the right model for your setting
Some pupils connect with colours (Zones).
Others with metaphors (“engine running too fast”).
The model matters less than consistency and shared understanding.

4. 🚫 Don’t use regulation tools as behaviour management in disguise
Saying “go get back to green” might shut down the behaviour,
…but it doesn’t support the emotion.
These tools are about awareness, not compliance.

5. ⏳ Make time for it
Regulation isn’t taught in a one-off assembly.
It takes repetition, safety, and trust.
It’s not a toolkit — it’s culture.

We want children who can name, notice, and navigate their emotions.

So, finding and introducing the right emotional regulation tool starts with a key question. What is right for our students, our staff and our community?

1. Start with your staff and ensure that they know the theoretical basis of the system and how to apply this consistently across the school.
2. Build the culture so that the implementation is known and applied consistently from every member of the organisation.
3. Monitor to ensure that the system creates a climate where staff and students have the space to manage and strengthen their emotional state.

DfE releases areas of research

The DfE has published a paper outlining their drive to research key areas over the coming months and years. This links to the government’s five national missions:

• Kickstart economic growth

• Build an NHS fit for the future

• Safer Streets

• Break down the barriers to opportunity

• Make Britian a clean energy superpower

The key driver for research is aim to break the link between a child’s background and future success. They call this the Opportunity Mission. The DfE states that the opportunity mission will be delivered across four key areas or ‘mission pillars’

  1. Setting every child up for the best start in life. This means delivering accessible, integrated maternity, baby, and family support services through the first 1,001 days of life; and high-quality early education and childcare to set every child up for success.

2. Helping every child to achieve and thrive at school, through excellent teaching and high standards.

3. Building skills for opportunity and growth so that every young person can follow the pathway that is right for them.

4. Underpinning the other pillars is family security – ensuring every child has a safe loving home and tackling the barriers that mean too many families struggle to afford the essentials.

The research in the four pillars will focus on key areas of practice in schools:

SEND: definition, early identification and thresholds for support (see the ‘Best start in life’ and ‘Every child achieving and thriving’ sections).

Strategic Data and Analytics Capability (this links to, but is wider than, questions the ‘Technology’ section below).

Supporting parents/carers to improve their home environment and ability to provide a home learning environment (see ‘Best start in life’ sections). Understanding the role of technology for child development and wellbeing (see the ‘Technology’ section).

Supporting clear career paths, strong skills offers and economic growth (see the ‘Skills for opportunity and growth’ sections). 

The document highlights the intent to focus on ways that education can increase opportunities to address disadvantage. So, with the Ofsted new framework consultation about to close, I am certain we will see a sharpening focus on disadvantage, attendance, SEMH needs, safeguarding and SEND as outlined in the new Toolkits in the consultation. A wider question is whether the DfE are now posturing to revise the national Curriculum in line with the research findings?

The full document is available here.

Supreme court’s ruling on ‘sex’

Schools Week have reported on The recent Supreme Court ruling on the legal interpretation of “sex” in the Equality Act 2010. It is clear that this will have implications across public life, including in relation to schools and other education institutions. 

The article is an easy read and urges schools to consider the potential implications for staff and students in the ruling. However, it urges caution in not responding too swiftly as this may risk making decisions that have unintended consequences.

The full Schools Week article is here.

Pupil Premium and Recovery premium evaluation

The DfE are very busy and have published a document regarding the evaluation of pupil premium.

The report reflects on schools who have had discretion over how to use the funding within a broad ‘menu of approaches.’. Overall, the findings were positive. Schools felt they had a good understanding of the funding and that support was felt to be central to schools’ wider offer for disadvantaged pupils. Schools reported that funding had an important impact on pupils’ outcomes.

Key findings in the report:

  1. Premia-funded support was viewed as a key element of schools’ offer for disadvantaged pupils

2. Schools reported that premia funding had an important impact on pupils’ outcomes

3. Schools reported that improvements to wellbeing and attendance underpinned improvements in attainment

4. Approaches to planning and using the premia were driven by high quality data and evidence

5. Collaborative decision-making was key to planning involving leaders at every level in the school including governance

6. Schools drew on their deep knowledge of their pupils to plan effective support

7. Schools used a wide range of data sources to monitor support delivery

8. Schools adapted to pupil needs throughout the year to deliver effective support

9. Well trained staff, strong links with providers and parental engagement were key to effective implementation of support

School leaders felt that funding had a particular impact on overall wellbeing, attendance and academic outcomes. They felt that funding, especially recovery premium, had a positive impact on academic outcomes. This was particularly true for those who worked in schools with high numbers of disadvantaged pupils. 

The report states that schools drew on their deep knowledge of their pupils to plan effective support and inform strategies. They identified several other factors which supported them to successfully implement support. These included the importance of having well-trained staff to deliver support to pupils, tailoring support to individual pupils, and clear communication between schools and external organisations when delivering support and aligning on desired outcomes for pupils. Finally, some school leaders emphasised the positive impact that engaging with families can have on the implementation of support.

Overall, schools had positive views of the impact of the funding. Just over half of schools (57%) agreed that ‘having the fubding means the school puts more effort into helping disadvantaged pupils. One in five (21%) disagreed (see Figure 4). A larger proportion of secondary schools than primary schools agreed that having the funding means they ‘put more effort into helping disadvantaged pupils’ (74% vs. 55%). Agreement also varied according to trust status. Schools that were part of MATs were more likely to agree than maintained schools (60% vs. 55%).

The majority of both schools and trusts agreed that the funding allows them ‘to offer more targeted support to disadvantaged pupils’ (both 89%). Eight in ten schools (80%) and 84% of trusts agreed that the funding provides disadvantaged pupils with wider access to extracurricular activities.

So, with the positive output from this research evaluation on the impact of the pupil premium and recovery premium funding, the focus moving forward from the DFE on the research into disadvantage, couple this with the tighter focus on disadvantaged pupils in the new Ofsted toolkits, it looks like a tenacious focus on improving life changes for disadvantaged pupils remains very much in scope for us in schools.

The full document can be found here.

Five Principles for Inclusion –

The Confederation of School Trusts have produced an interesting paper entitled Five principles for inclusion. The paper outlines a fresh outlook to approaching SEND and makes an interesting read. The five principles are:

Dignity, not deficit Difference and disability are normal aspects of humanity – the education of children with SEND should be characterised by dignity and high expectation, not deficit and medicalisation.

Greater complexity merits greater expertise All children deserve a high-quality education – where extra support is needed, it should be expert in nature.

Different, but not apart Encountering difference builds an inclusive society – children with different learning needs should be able to grow up together.

Success in all its forms Success takes many forms – we should value and celebrate a wide range of achievements, including different ways of participating in society.

Action at all levels Change happens from the bottom-up as well as top-down – everyone has the agency and a responsibility to act.

Get in touch

If you would like any bespoke support with coaching, leadership training, safeguarding reviews, research practice, please get in touch for a chat. Here is a synopsis of my consultancy offer and contact details.

Chisnell Chatter – Edition 27

April 2025

Well, our education landscape is indeed shifting under our feet. The DfE and Ofsted have been busy, so brace yourself for a smorgasbord of educational information. All at your fingertips from yours truly.

Intrigued? Then read on….

‘It’s silent’ Race, Racism and safeguarding children

I came across a super synopsis of this report by Nicole Williamson on LinkedIn:

“It’s Silent”:

The Child Safeguarding Practice Review Panel has published a report on 53 children from Black, Asian, and Mixed Heritage backgrounds who died or were seriously harmed between January 2022 and March 2024. These children faced severe abuse, including sexual abuse, fatal assault, and neglect, with 27 fatalities.

The report highlights a significant silence on race and racism in child safeguarding, with many areas failing to acknowledge the impact of race, ethnicity, and culture.

Key findings include:

⛔ Limited attention to race and ethnicity: A lack of focus on these aspects in safeguarding practices and reviews, leading to insufficient analysis of racial bias in decision-making.
🚫 Silence on racism: Hesitancy to address racism, making the safeguarding needs of these children invisible.
❌ Missed opportunities: Failure to acknowledge racial bias results in missed learning opportunities from incidents involving these children.

Risk-assessment issues related to race were noted in 19 reviews, where recognised risks did not lead to action. Examples include disregarded disclosures of sexual abuse by girls from Asian and Mixed Asian Heritages.

Recommendations include:
🟢 Acknowledging and challenging racism: Ensuring structures support practitioners in recognising and challenging racism.
🟢 Empowering practitioners: Creating conditions for open conversations about race and identity, and providing opportunities for self-reflection.
🟢 Reviewing local strategies: Child Safeguarding Partnerships should review strategies to address race, racism, and racial bias in their work with these children.

You can read the whole report here. A short explainer video of the key points in the report is here.

Attendance and attainment

The DfE has released a report on Attendance and Attainment this week. It is clear that attendance remains a key driver for the DfE and Ofsted. Thank you to Prof Michael Green for this helpful synopsis:

Key findings:
🔸️The report highlights the positive correlation between school attendance and student attainment across KS2 and KS4.
🔸️Increased attendance correlates with higher attainment; pupils with 95-100% attendance at KS2 are 1.3 times more likely to meet standards.
🔸️Missing 10 days in Year 6 reduces the likelihood of achieving expected standards by approximately 25%.
🔸️At KS4, students with 95-100% attendance are 1.9 times more likely to achieve Grade 5 in English and Maths compared to those with 90-95% attendance.
🔸️Moving up a single attendance band can increase the chance of achieving expected outcomes by at least 30% (KS2) and 10% (KS4).
🔸️The greatest gains in outcomes occur when pupils in the 90-95% attendance band move to the 95-100% band.

Here is the report in full.

In a previous blog, I shared my attendance interview resource. Take a look here in the previous Chisnell Chatter, where I introduced the idea of the return from absence interview. I would love to know your thoughts on this.

Attendance and earnings

The DfE have been very busy with their lens focussed tightly on attendance with a second review document, The Impact of School Attendance on Lifetime Earnings.

The report asserts that there is a negative association between school absence and attainment, consistent with the literature. As overall absence increases, attainment outcomes at the end of KS4 decrease, when controlling for other factors known to influence achievement. As previous research points to a link between attainment and income we assume attainment indirectly acts as a mediation mechanism between absence and earnings.

As absence increases, earnings decrease, when controlling for other factors known to influence income. Additionally, we find increased absence was associated with a higher chance of being on benefits for a sustained period, and a lower chance of being in sustained employment at the age of 28. 

Supporting retrieval

In a recent blog post, Kate Jones shares cues to support retrieval. In the article, she shares a range of examples of how to use retrieval cues in the classroom:

Here are some examples of using retrieval cues in classrooms:

Ask students to list question words and remind them of the “party invite activity” from yesterday.

Showing a blank water cycle diagram while students answer retrieval questions about it.

After learning about Beethoven and listening to excerpts of his pieces, play them at the start of a subsequent lesson.

When practicing word problems with students, include a copy of one that was a worked example on a previous day.

Including a memorable line from the story If You Give a Mouse a Cookie on a task about cause and effect.

Showing a picture from a school trip to a museum for a task about the ancient civilisations in the exhibit.

The whole article on cues to support retrieval practice can be found here.

Powerful pedagogy: effective practice

March is indeed the month of publications. The DfE has released a review on powerful pedagogy (full report here). The report emphasises the importance of high expectations, well-planned curriculum and the use of evidence-based pedagogical approaches to enable students to make strong progress.

The report uses a range of case studies from differing settings. It covers pedagogical approaches such as feedback, oracy, metacognition, questions, dialogue and knowledge acquisition. In particular the study intends Ofsted to be a keuy audience, so take note of the content as this may well guide thinking in the new Ofsted framework.

Ofsted’s Toolkits

Ofsted is consulting on its new framework proposals. This includes the use of toolkits to evaluate the quality of provision across a range of areas.

Ofsted is introducing new education inspection toolkits as part of our commitment to reform how inspections look and feel.
They are proposing:
– separate, bespoke toolkits that reflect each sector’s unique context, from early years through to further education
– a new inspection approach based on professional dialogue
– a collaborative process in which leaders help shape which areas to focus on, reflecting their improvement priorities.

Here is a link to a LinkedIn video explaining the use of toolkits: https://lnkd.in/dnZB4g6X.

SEND and governance

In the last edition of Chisnell Chatter, I shared a super article by Cassie Young on Send and governance. The DfE has released guidance for Special educational needs and disabilities: guidance for school governing boards. This is a must-read for all SENCos and governors responsible for SEND.

The document highlights the importance of governors and trustees assuring :

  • the school promotes an inclusive culture
  • there is effective communication and engagement between the school and parents of pupils with SEN and disabilities
  • parents are involved closely in keeping the school’s general SEN and disability policy and practice under review
  • the pupil voice is central to decisions about support for those with SEN and disabilities, at both individual and school level
  • funding, including SEN funding, is allocated and spent effectively
  • the school works effectively with the local authority in reviewing the SEN and disability provision available locally and developing the SEN and disabilities Local Offer
  • staff have the expertise needed to support those with SEN and disabilities and that the school has access to external specialist skills where required.
  • Also how the school:
  • identifies a pupil with SEN or a disability and how it uses the ‘graduated approach’ to respond to that need
  • monitors the progress and development of pupils with SEN and disabilities
  • supports pupils in Preparing for Adulthood at each age and stage, and monitors outcomes and destinations – some tools and resources are available from the National Development Team for Inclusion (NDTi).

Get in touch

If you would like any bespoke support with coaching, leadership training, safeguarding reviews, research practice, please get in touch for a chat. Here is a synopsis of my consultancy offer and contact details.

Ratio

Ratio is a guiding concept that describes how much thought is taking place in your classroom. In his article on ratio, Adam Boxer reflects on how the work of Rob Coe has influenced his teaching. The idea is simple yet powerful. Take a look at the quadrant below and consider whether your lesson places your students in the top right quadrant.

In short, learning happens when you think hard. The key to moving all students into the top right quartile is to craft questions that engage all pupils in thinking. So much questioning that I see in classrooms focuses on a teacher asking a fantastic question that only one student responds to. The key is not, therefore, simply to ask a great question but to ensure that the pedagogical approach to questioning empowers all students to engage in thinking and responding to this question.

You can use the ratio grid below to monitor the quality of education. Select your lowest performing students in class and place them on the ratio quartile that matches their level of engagement and level of challenge. You. can then compare this with students who perform exceptionally well. This provides a simple but effective focus for your monitoring activity and could help in unpacking any potential blocks to learning for your students.

Chisnell Chatter – Edition 26

March 2025

In this edition, I explore Ofsted’s thematic reviews, lethal mutations, SEND and governance and the return from absence interview.

Intrigued? Then read on….

Ofsted thematic reviews

Ofsted published their approach to future thematic reviews of local authorities. These are joint reviews with Ofsted and the Care Quality Commission.

The visits will explore:
– how local area partnerships are working to meet the needs of these children
– the availability of universal and specialist health services
– the reasons why these children are not in full-time education and what is being done to support them to attend school
– the extent to which information is shared with key partners
– the barriers facing local areas when trying to support these children.

The visits will not result in judgements about individual local areas. Instead, Ofsted will publish an overarching report in autumn 2025 highlighting examples of good practice and any systemic concerns.

Follow this link for further details on the thematic review of children not in school in local areas, published in January 2025.

Governors, trustees and inclusion – a blog by ModernCassie

Cassie is an inclusion lead for Our Community MAT (OCMAT). In a recent blog, she outlines a helpful checklist for governors and trustees in their diligence of reviewing the offer for pupils with SEND in their schools. The checklist outlines evidence that assures the following:

The school promotes an inclusive culture evidenced in the school vision, classroom practice and whole school CPD records.

There is effective communication and engagement between the school and parents of pupils with SEN and disabilities evidenced in feedback from parents, EHCP co-production and minutes from parent forum.

Parents are involved in reviewing the school’s general SEN and disability policy and practice evidenced through parent advisory groups, SEND policies and responses to parental feedback and complaints.

The pupil voice is central to decisions about support for those with SEN and disabilities, at both individual and school levels evidenced through pupil feedback, school councils and pupil surveys.

Funding, including SEN funding, is allocated and spent effectively evidenced through impact analysis of SEND spends, pupil premium reviews and costed provision maps.

The school works effectively with the local authority in reviewing SEN and disability provision evidenced through the SEND information report, meeting notes with outside agencies and engagement with local SEND networks.

Staff have the expertise needed to support pupils with SEN and disabilities and access external specialist skills where required, evidenced through SENCo training records and deployment of external specialists.

Governors and trustees should be satisfied with how the school identifies pupils with SEN or disabilities and applies the ‘graduated approach’ evidenced through clarity in the SEND policy, examples of plan-do-review in action and progress meeting records.

Governors and trustees should be satisfied with how the school monitors the progress and development of pupils with SEN and disabilities, evidenced through SEND tracking data, pupil progress meetings and EHCP annual reviews.

Governors and trustees should be satisfied with how the school supports pupils in preparing for adulthood at each age and stage, evidenced through curriculum planning and transition plans for secondary transition or transition to post-16 education.

Governors and trustees of mainstream schools should ensure that the SENCo achieves the relevant mandatory qualification within 3 years of appointment, evidenced through SENCo acreditations or plans for training if newly qualified.

Governors and trustees of mainstream schools should ensure that the SENCo has sufficient administrative support and time away from teaching to fulfil responsibilities, evidenced through the SENCo’s timetabling of dedicated time and administrative support.

Governors and trustees of mainstream schools should ensure that the SENCo is empowered to support high-quality outcomes for pupils with SEN and disabilities, evidenced through whole school improvement plans and performance management objectives.

Schools have a duty to prepare and regularly update: A SEN Information Report, Equality information (to demonstrate compliance with the Public Sector Equality Duty) and Equality objectives. This can be evidenced through the website, annual reviews and published equality objectives.

An accessibility plan (outlining how the school plans to increase access for disabled pupils) can be evidenced through a published accessibility plan and records of curriculum adaptations.

Governors and trustees should also ensure that the school’s SEN and disability policy is reviewed regularly, evidenced through timely updates to the policy, minutes from policy review meetings and parental consultation.

Cassie’s full blog can be found here.

SEND – easy-read guide for parents

The DfE and Mencap have produced a super easy-to-read guide to SEND for parents. While a little dated now (however, it still adheres to the SEND Code of Practice), this is a great document to share on your school websites (or to adapt as your own), especially for parents who may find it hard to navigate your SEND policy and Information Report. Here is a link to the document.

Lethal Mutations – Kate Jones

In her blog for Evidence Based Education, Kate Jones explores the importance of being alert to lethal mutations. The term ‘lethal mutation’, coined by Ed Haertel (Brown and Campione, 1996), refers to the danger of educational research that outlines a particular pedagogical approach being misinterpreted and altered by the practitioner. An example given in the article is the use of retrieval practice—the act of recalling something previously learned from long-term memory. The benefits of retrieval practice for long-term learning are among the most secure findings in educational psychology (Brown, Roediger, & McDaniel, 2014), so it is not surprising that many schools have enthusiastically embraced retrieval practice. However, in some cases, this has led to teachers being required to use some form of retrieval practice in every lesson, whatever the material being taught and whatever the age of the students. Any evidence-informed strategy or technique is potentially vulnerable to the curse of lethal mutations.

Kate suggests the following methods of minimising the risk of a lethal mutation:

1.Teachers need to understand the research supporting evidence-based practices.

2. Don’t rush to embed evidence-based practices; take time to ensure that the practice is embedded as intended.

3. Context over consistency, namely being clear that research undertaken of a particular pedagogical approach may change in differing context, this may relate to factors such as age ranges of students or the cultural context of the organisation.

Ratio and classroom practice

Ratio is a guiding concept that describes how much thought is taking place in your classroom. In his article on ratio, Adam Boxer reflects on how the work of Rob Coe has influenced his teaching. The idea is simple yet powerful. Take a look at the quadrant below and consider whether your lesson places your students in the top right quadrant.

In short, learning happens when you think hard. The key to moving all students into the top right quartile is to craft questions that engage all pupils in thinking. So much questioning that I see in classrooms focuses on a teacher asking a fantastic question that only one student responds to. The key is not, therefore, simply to ask a great question but to ensure that the pedagogical approach to questioning empowers all students to engage in thinking and responding to this question.

There are a host of questioning strategies that support high participation:

Cold Call

Wait time

Call and response

Mini-whiteboards

Think-pair-share

Say it again better

Whatever your strategy for questioning, you can use ratio to determine the impact of questioning on your students.

AI – Reducing Workload

Artificial Intelligence is here. We are learning in education that there can be benefits from the technology that is emerging for both us as school leaders and our staff and students. Here are some really helpful pointers in how to ask the right questions of AI platforms such as ChatGPT. These were taken from a LinkedIn article by Mehedi Hassan.

1. Project Planning
Prompt: I need to plan a project for [insert project type]. Please create a detailed project plan including objectives, milestones, timelines, required resources, and risk management strategies.

2. Solve Hard Problems Using First Principle Thinking Framework
Prompt: I am having difficulty learning [Insert Topic]. Help me understand it better by using first-principles thinking.

3. Resume Optimisation
Prompt: Can you help optimise my resume for a [insert job title] position at [insert company]? Highlight my relevant skills, experience, and achievements to make my application stand out.

4. Use Stories And Metaphors To Help You Remember Things Better
Prompt: I am currently learning about [Insert Topic]. Covert the key lessons from this topic into engaging stories and metaphors to aid my memorization.

5. Learn And Develop Any New Skill
Prompt: I want to learn [Enter desired skill]. I am a complete beginner. Create a 30 days learning plan that will help a beginner like me to learn and develop this skill.

6. Behavioral Interview Questions
Prompt: “Create a set of behavioral interview questions relevant to the [job] role at [company]. Include a brief guide on how to structure answers using the STAR (Situation, Task, Action, Result) method, tailored to my needs.” experiences.

7. Accelerate Your Learning With 80/20 Principle
Prompt: I want to learn about [Insert Topic]. Identity and share the most important 20% of the learnings from this topic that will help me understand the 80% of it.

Absence – the return from absence interview

I love workshopping ideas with school leaders. 👍

I spent the day at a wonderful school in Sittingbourne, where the headteacher and I reflected on their strategies to improve the attendance of pupils. We looked at strategies for return-to-work interviews with staff and wondered if this model could be applied to pupils returning after an absence. 💡

We are now trialling this idea to see if a return from absence meetings with pupils can help them catch up and keep up and also improve their future attendance.

Step 1. Unpack the reason for absence and how this (if possible) could be avoided in the future.
Step 2. Check if the student has any unresolved issues that could impact on learning or engagement.
Step 3 & 4.Clarify key learning missed and check which lesson or curriculum area the student feels they will struggle with the most because of missed learning.
Step 5. Select from a menu of action or plan your own adaptation to best support missed learning.

Get in touch

If you would like any bespoke support with coaching, leadership training, safeguarding reviews, research practice, please get in touch for a chat. Here is a synopsis of my consultancy offer and contact details.

Chisnell Chatter – Edition 25 – February 2025

In this edition, I explore the Children’s Wellbeing and School Bill, Ofsted’s consultation on the new report card system and what great governance looks like. Intrigued? Then read on….

The Children’s Wellbeing and Schools Bill

The Children’s Wellbeing and Schools Bill is a proposal for new laws that aims to improve children’s welfare and education. The bill aims to address issues like safeguarding gaps, disparities in education, and challenges for vulnerable students. 

Key features

  • SafeguardingThe bill introduces enhanced safeguarding measures, including:
    • A unique identifier for each child 
    • A register for children who are not in school 
    • Multi-agency safeguarding panels that include education and childcare agencies 
  • EducationThe bill aims to improve education standards and ensure every child has access to a good school. This includes:
    • Free breakfast clubs for primary school pupils 
    • Limiting the number of branded uniform items required 
  • Social care: The bill aims to improve social care and reduce the number of children missing education. This includes:
    • Requiring local authorities to offer families a group decision-making meeting before taking a child into care 
    • Allowing the Secretary of State to cap the profits of children’s homes providers 

The bill also aims to: 

Make sure families can get help when they need it. 

Remove the automatic right for parents to educate children at home in certain circumstances. 

Allow local authorities to intervene if a child’s home environment is unsafe. 

Great governance – reciprocity when challenging attendance.

Ofsted released its annual report in December 2024. The report highlights:

  • a continued focus on tackling low attendance of pupils, especially our pupils with SEND and disadvantage;
  • a growing interest in decisions around part-time timetables;
  • recruitment and retention of staff and staff wellbeing;
  • high ambition for pupils with SEND.

So, what does this mean for effective governance? It is our role as school leaders to ensure that our governors are provided with information that empowers them to hold the school to account. With this in mind we need to consider the reciprocity in governance. By reciprocity, I mean that information flows up to governors and also back to the school, providing a feedback loop where a professional discussion takes place that benefit both governance and school with equal poise. Let us consider the power of great governance reciprocity with regard to attendance:

  • Provide governors with data that outlines trends in attendance so that they can clearly view the groups of pupils whose attendance is vulnerable and challenge where improvements are not being made;
  • Ensure governors are clear about the actions being taken to challenge low attendance and know the language and pivot point for defining persistent absence;
  • Be clear about how the school ensures that pupils at risk of safeguarding concerns whose attendance is also low are carefully monitored and supported to be safe;
  • Question the decision-making for any pupil on a part-time timetable. Ask if this poses a greater risk to the pupil and what the school is doing to mitigate these risks. Check that there is a keen interest in increasing the time spent in school and that both the family and the Local Authority agree that this is in the best interest of the child.
  • Engage in visits to the school to speak with leaders involved in attendance and ask to see practice undertaken, this may include joining a Flo on an attendance visit, observing an attendance interview with a parent, or visiting an assembly that celebrates positive attendance.
  • Write up the evaluation of your visit or monitoring activity with clear action agreed by school staff. Share this at the governing body meeting and report back when action has been met or not met.

OFSTED – Report cards and toolkits – a new broom sweeps through the sector.

Ofsted’s chief inspector initiated the consultation on the new report card proposal.

The TES has written a really helpful summary of the proposals and you can take a look here. The article affirms that Ofsted is planning to inspect schools on a new five-point grading scale relating to 11 areas in which schools could receive a judgment when it launches its report cards later this year.

Ungraded inspections will also be dropped and subject deep dives will be scrapped.

In addition, no inspections will take place for the first half-term of the next academic year to allow for training. Inspections are planned to start in November.

As part of the proposals, OFSTED states that they are renewing their approach to inspections and improving how they share what they find on inspection, with four key improvements:

  1. New ‘toolkits’ to help leaders understand their strengths and areas for improvement.
  2. More transparent and collaborative relationships with the sectors we inspect.
  3. Better consideration of local context and circumstances.
  4. Different approaches for different types of education providers.

Here is a link to a Schools Week article: https://lnkd.in/e42SgAJD

The consultation lasts for 12 weeks and you can respond here: https://www.gov.uk/government/consultations/improving-the-way-ofsted-inspects-education

Get in touch

If you would like any bespoke support with coaching, leadership training, safeguarding reviews, research practice then do get in touch for a chat. Here is a synopsis of my consultancy offer and contact details.