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.

Chisnell Chatter – Edition 24 December 2024

Festive greetings for the December Chisnell Chatter. This is the fourth edition of Chisnell Chatter for the academic year 2024-25.

In this edition, I explore Ofsted’s annual report, top tips on supporting pupils with SEND, ensuring validity in assessments and how to assure great behaviour in your classroom. Intrigued? Then read on….

Supporting SEND and Diversity

I had the pleasure of delivering a keynote and workshops with the inspirational Audrey Pantellis of Elevation Coaching this month for Concordia Alliance in Canterbury. My keynote focused on being the SEND subject leader superhero. This was followed up with a workshop on refining the adaptive practices used in a range of subject disciplines. Here are some key points from the presentation if you are thinking about developing a culture of high engagement and achievement for pupils with SEND.

If you are thinking about powering up your approach to inclusion and diversity then get in touch to talk to Audrey and me about a bespoke training day for your organisation.

OFSTED publishes its annual report

Ofsted released its annual report in December 2024. The report provides an interesting narrative of key findings from Ofsted’s inspection work over the past year. The report outlines these key messages:

  • Education and care providers struggling to recruit and retain skilled staff, which impacts on children’s learning and well-being.
  • School absence rate remains higher than before the pandemic and more children experiencing unorthodox patterns of education.
  • SEND system is under huge strain as number of children with an identified need continues to grow.
    • The report also highlights the following:
  • In schools, the absence rate has risen since the pandemic, with disadvantaged and vulnerable children more likely to be persistently or severely absent.
  • A growing number of children are now on part-time timetables, while a mix of online and in-person education is increasingly being used for children with SEND and behaviour or health needs. A small number of schools also now allow flexi-schooling, where parents home educate their children for part of the week. Along with a growth in home–schooling and an unknown number of children attending unregistered schools, this means a very significant number are experiencing unorthodox patterns of education.
    • So, what does this mean for our schools? There is a continued focus on tackling low attendance of pupils, especially our pupils with SEND and disadvantage. Along with this, it would appear that there is a growing interest in decisions around part time timetables. We need to be really clear about the decision making process and how to best support pupils on part time timetables. Co-production in the decision making with families and agencies and a keen desire to move back to full time education.

Four Pillars of Assessment – Validity

In my earlier Chisnell Chatter, I outlined the EBE’s four pillars of assessment. Namely; purpose, validity, reliability and value. The EBE has published a useful description of the approach to gaining validity in assessment.

The EBE states that there is no such thing as a valid assessment. Quite a claim! They state that validity is a word which, in assessment, refers to two things:

  • The ability of the assessment to test what it intends to measure;
  • The ability of the assessment to provide information which is both valuable and appropriate for the intended purpose.
    • There are two key questions to ask regarding validity of assessment:
  1. Is the test or assessment activity any good as a measure of the students progress towards their learning end points?
  2. Should the test be used for its present purpose?

They go on to state that there are two key reasons that assessments end up not quite hitting their target:

Construct under-representation: is where the assessment fails to capture important aspects of the the target of the assessment.

Construct-irrelevant variance: the assessment outcomes are influenced by things other than just the construct.

In short, when thinking about the validity of assessments undertaken, we need to be clear that our assessments capture the steps in learning (component knowledge) that lead to our curriculum end points (composite knowledge).

Click here for the full article.

What is good behaviour and how can teachers encourage it – EBE

Here is a second reference in this edition to an article by Evidenced Based Education. The article outlines the importance of activating ‘hard thinking’. The article outlines four key steps to strengthening the behaviour of students:

  1. Understand the content – being clear about what you are teaching, having fluent knowledge and flexible understanding of the content of the subject and clarity on the misconceptions that may appear.
  2. Creating a supportive environment – where students can thrive, feel positive within a culture of mutual respect and emotional warmth.
  3. Maximise opportunities to learn – by managing time and resources and ensuring rules and routines are established and consequences are explicitly known.
  4. Activating hard thinking – by structuring, explaining and questioning in order to engage students in the activity whilst providing the adaptations needed for them to access their learning. Finally by interacting (engaging with students and providing helpful and plentiful feedback), embedding (providing tasks that enable the student to apply their learning) and activating learning (helping students to plan, regulate and monitor their own learning).

The full article can be found here.

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.

Chisnell Chatter – Edition 23 October 2024

Welcome to the third edition of Chisnell Chatter for the academic year 2024-25. Life in education continues to move at a sterling pace, as such here is the second edition this month!

In this edition, I will explore changes to Ofsted’s ungraded inspections, how to produce a purposeful Pupil Premium document, the four pillars of assessment and how to provide ambition for pupils with SEND. Interested? Then read on….

Pupil Premium – an EEF guide

The Department for Education (DfE) requires every school to review and publish an updated Pupil Premium strategy statement every academic year before 31 December.

The Education Endowment Agency (EEF) has released a suite of evidence informed documents related to the Pupil Premium. The guidance includes:

  • The EEF Guide to the Pupil Premium
  • Evidence brief: Using research evidence to support your spending decisions
  • Discussion prompts for governors and trustees
  • Poster: The tiered model and ‘menu of approaches’.

The documents provide a really helpful set of questions for oversight and scrutiny by governors. Share this with them to power up their oversight of the impact of your document.

The tiered model is outlined below and can be downloaded here. The model focuses on the importance of high quality teaching, targeted academic support and wider strategies such as a focus on the attendance of disadvantaged pupils.

Four Pillars of Assessment

Evidence Based Education (EBE) provide a useful synopsis of the four pillars of assessment, in this article they focus on the pillar of purpose. The full article can be found here.

The four pillars of assessment are purpose, validity, reliability and value. The Chartered College of Teaching explain the four pillars of assessment as:

Purpose: What function do we want this assessment to serve? Has it been planned in a way which elicits the highest-quality information possible towards the intended end use?

Validity: To what extent does this assessment measure what we intended it to? How relevant and appropriate are the inferences made from the assessment outcomes, towards our purpose?

Reliability: How precise and consistent are the measurements we generate from this assessment? How precise and consistent are the inferences we make from these?

Value: Is the outlay of time and resources (for both pupil and teacher) justified in relation to the quality of information gained from this assessment? Is it being used to improve pupil learning and progress?

These are important starting points to a discussion with subject leaders when thinking about assessment in their subject.

Research clips from the Research Schools Network

The Research Schools Network has released a series of short video research clips. The clips explore a range of exemplar practice in how differing pedagogical approaches have been enacted in schools. Here is a link to a clip on how a primary school has introduced and used retrieval practice in science.

For further clips for literacy, maths and science, follow this link.

Taking the theme of retrieval practice further, here is a link to an interesting video by Teacher Toolkit on the power of retrieval practice in secondary schools.

Ofsted Updates Ungraded inspection methodology

Ofsted has updated the Education Inspection Framework handbook. This outlines key changes to the process of inspecting schools, in particular relating to the removal of the overall effectiveness judgement and the manner in which schools will be inspected for ungraded inspections, also known as Section 8 inspections. A key change to the methodology in an ungraded inspection is that deep dives in individual subjects will no longer take place. This releases the pressure and focus on subject leaders with the intensity of a full sub-judgement graded inspection. Rather than deep dive areas, inspections will have up to four focus areas. The first two focus areas will look at the quality of education and the remainder will consider relevant focus that may include areas such as behaviour and attendance.

The first focus area in primary schools will focus on English and maths and the lead inspector will also consider a lens through which to consider these subjects. For example,. the lens could include a look at disadvantaged boys, EAL or provision for SEND pupils within the subjects. The lens will be decided upon by the lead inspector being guided by the evidence presented in the preparatory work and initial call to the school.

The second focus area will consider a cluster of subjects and again, will consider a lens appropriate for the school. For example, the lead inspector may want to consider science, history and music as three subjects with a lens of considering how effectively the school adapts learning for pupils with SEND in these subjects.

Ofsted – Curriculum and subject leadership

Here is a link to a recording of Ofsted’s webinar on curriculum and subject leadership. In the video, Lee Owston HMI shares the approach to deep dives in forming judgements about the quality of education and reflects on current research reviews and how these can inform practice.

Special Educational Needs in mainstream schools – EEF

The EEF have published a guidance report on how to assure a positive learning environment for pupils with SEND in mainstream schools.

The report outlines five key elements to effective practice:

  • 1 Create a positive and supportive environment for all pupils, without exception.
  • 2. Build an ongoing, holistic understanding of your pupils and their needs.
  • 3. Ensure all pupils have access to high quality teaching.
  • 4. Complement high quality teaching with carefully selected small-group and one-to-one interventions.
  • 5. Work effectively with teaching assistants.

Here is a link to the poster shown below. In addition there are some super tools available, one considers how to consider overlapping needs relating to cognition and learning, sensory/physical needs communication and interaction and SEMH needs.

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.

Chisnell Chatter – Edition 22 September 2024

Welcome to the second edition of Chisnell Chatter for the academic year 2024-25. Life in education continues to move at a sterling pace, as such here is the second edition this month!

In this edition, I will explore Bridgette Phillipson’s plans for education, DfE curriculum and assessment review, Ofsted’s updated handbook, juicy EEF guidance reports and resources and much more.

Bridgette lays out her education stall

In this TES article, Bridgette Phillipson explains her vision for education. This gives us a helpful steer as to the direction of political travel in our schools and trusts. The full article can be accessed here. Therein, she talks of a quiet revolution in education. While being honest about the financial challenges of reform, she does make clear commitments regarding SEND provision, early intervention.

Ensuring a smooth start to a lesson – the wisdom of Kate Jones

In this article, Kate Jones writing for Evidence Based Education, explores the importance of the first steps in a great lesson. She reflects on the merits of a ‘do now’ approach, quizzing, think-pair-share, free recall and entrance tickets. If you are interested in powering up your children’s memory and recall, this is worth a read.

The Scout Mindset

Having read the Scout Mindset by Julia Galef, it was great to come across a TED talk on the topic. Julia explores the importance of having an honest and open-minded perspective towards information in order to make better decisions. It teaches readers to abandon biases and approach situations with curiosity to see what’s really there. For an easy walk through this concept, follow this link to her the TED talk.

DfE Curriculum and Assessment Review

On Friday 19 July 2024 the DfE launched the wide ranging Curriculum and Assessment Review to help drive high and rising school standards. The independent review will be chaired by Professor Becky Francis CBE, supported by an expert panel.  

The review will look closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve – in particular those who are socioeconomically disadvantaged, or with special educational needs or disabilities (SEND). 

Specifically, the Review will seek to deliver:

• An excellent foundation in core subjects of reading, writing and maths.

• A broader curriculum, so that children and young people do not miss out on subjects such as music, art, sport and drama, as well as vocational subjects.

• A curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes young people need to thrive. This includes embedding digital, oracy and life skills in their learning.

• A curriculum that reflects the issues and diversities of our society, ensuring all children and young people are represented.

• An assessment system that captures the strengths of every child and young person and the breadth of curriculum, with the right balance of assessment methods whilst maintaining the important role of examinations.

Ofsted Updates

Ofsted have now released the updated Education Inspection Framework handbook. This outlines key changes to the process of inspecting schools, in particular relating to the removal of the overall effectiveness judgement and the manner in which schools will be inspected for ungraded inspections, also known as Section 8 inspections.

DfE release key documents for the Early Years

Some key documents have also been produced by the DfE relating to the Early Years and are worthy of a read by all school leaders, subject leaders, governors with responsibility for early years and early years practitioners. Click on the following links to read these documents:

Strong foundations in the first years of school – this document outlines the most current thinking and research into the foundations of early knowledge acquisition. Therein you will see key information about foundational knowledge, get to know this terminology and share this with your teams. Foundational knowledge refers to the knowledge that children need to be able to retrieve accurately and automatically in order to carry out complex tasks.

Best start in life: a research review for the early years – this series of documents outlines the importance of the four specific areas and three prime areas of learning int he early years. Here are the headlines from the reports:

  • The specific areas of learning are connected. They give the context for much learning in the prime areas. Learning in the specific areas should prioritise vocabulary and language comprehension. It should give children opportunities to develop their executive function.
  • To deliver a high-quality curriculum in their settings, practitioners need to know how children develop and learn. They need to have a clear understanding of the possible next steps in children’s development and learning. They need to know how to teach young children and how to assess their learning. This requires ongoing guidance and professional development.
  • All children need a fair opportunity to learn. The quality of the curriculum is especially important for children who have less help at home with their early learning.
  • Early literacy development gives children lifelong benefits. Stories, rhymes and songs help with children’s language and vocabulary development. They also develop children’s emotional understanding. Early literacy is linked to better academic achievement, mental well-being and empathy.
  • Effective early mathematical learning combines deliberate teaching with opportunities for learning through play. Understanding both number and spatial reasoning is crucial to later achievement, as is encouraging positive attitudes to maths.
  • Understanding the world is a broad area that includes the foundational knowledge for many later curriculum subjects. It is not helpful to think of this area as a number of later subjects ‘squashed’ together under one heading. For babies and young children, learning in these areas needs to connect. Children learn new things, and the vocabulary to talk about them, in a range of interesting contexts. This helps children to develop deeper knowledge and conceptual understanding.
  • Expressive arts and design (EAD) should give children opportunities to learn new skills, appreciate the arts and use this knowledge to be creative. These activities give practitioners opportunities for quality interactions with children. Talking with children about their art can help practitioners understand what children think about the arts and the world around them.

Improving Social and Emotional Learning in Primary Schools -EEF

The EEF have continued to ramp up their research papers this month. They have produced three helpful documents that explore issues relating to SEMH needs in pupils. It is worth noting that the report authors include Jonathan Baggaley from the PSHE Association. Nevertheless, I have seen the PSHE Association materials for primary schools used really well, particularly when contextualised for the school by leaders. The report is fronted by Sir Kevin Collins, former lead of the EEF and a favoured advisor to the DfE. As such, the report is likely to influence government policy and is well worth a read by any leaders in school with a responsibility for PSHE and pupil wellbeing.

Here is the link to the guidance report.

The report suggests six key teaching strategies to teach pupils about social and emotional learning.

  1. Teach SEL skills explicitly
  2. Integrate and model SEL skills though everyday teaching
  3. Plan carefully for adopting an SEL programme
  4. Use a SAFE curriculum (Sequential, Active, Focused & Explicit)
  5. Reinforce SEL skills through a whole school ethos and activities
  6. Plan, support and monitor SEL implementation

If you are thinking of developing your offer for social and emotional learning, a great place to start is to use the EEF self assessment tool available here.

Ofsted Handbook updates

Here is a really helpful guide by Schools Week on the key changes to the updated Ofsted handbook. If you are due an inspection over the coming months, this will update you to the changes afoot.

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.