You don’t always need more. Sometimes you need better return from what’s already in place. Before adding another strand to your CPD plan or commissioning new training, it’s worth asking a harder question: are you getting the full impact from the development, expertise and resources you already have?

Five common time traps, and practical ways to tighten them up 1. The “One More Thing” Trap A new idea lands brilliantly. It sounds sensible enough. It’s added to the list without anything being removed. Before adding anything new, ask: What are we stopping to make space for this? If nothing moves, you’re increasing load, not improving focus.

Meetings are full. Training is scheduled. Initiatives are underway. Updates are shared. From the outside, it can look busy and purposeful. But the real test of strategy isn’t how much activity is taking place — it’s whether the people doing the work understand what it’s all for.

Deciding what’s actually worth staff time You’re making decisions right now with limited budget, limited time, and limited capacity. Most of them aren’t ideal choices — they’re more like trade-offs. If something new comes in, something else has to give. If time is spent in one place, it’s taken from another. That’s why return on time is a useful lens. But that isn’t what the new EIF is asking for.

Maintaining a calm and safe classroom is essential for effective teaching and learning. When challenges arise, your response can make all the difference. By employing micro-strategies, you can better manage difficult behaviours and create a positive learning atmosphere. This post explores practical techniques to enhance your classroom management and foster a supportive environment for all students.

When it comes to supporting children with special educational needs and disabilities (SEND), few things cause more confusion—or more questions—than Education, Health and Care Plans (EHCPs).

Dyscalculia is a specific learning difficulty that affects a person’s ability to understand numbers and carry out mathematical tasks. While it’s often compared to dyslexia (but for maths), it’s not about being “bad at maths” — it’s a neurological difference that affects how the brain processes numerical information.

You can read all the guidance in the world, but it won’t tell you what to do when a child with PDA freezes mid-lesson or when an EHCP doesn’

Classroom management plays a crucial role in creating an effective learning environment and disruptive behaviour can be one of the...

Creativity is essential to being a successful teacher. By thinking outside the box when lesson planning, embracing technology, and taking…

Is Teacher Wellbeing Being Neglected in the Pursuit of the Perfect Score? As a former teacher myself, I know all too well the immense...

Neurodiversity is the future of education - but embracing it is easier said than done.

A UK charity is looking to create what could be the country's first-ever SEND school, run by autistic adults.

Providing students with the necessary emotional, mental and physical support they need to thrive in the classroom environment has always...

What challenges are teachers facing when working with children with SEND? How do we overcome them?