General

Bringing structure to our extracurricular activities boosts the children’s wider development, explains this leader

Teach First is calling for the doubling of PPA time in disadvantaged schools to narrow poverty-related attainment gap

Confusion reins over the role of teaching assistants – but new research gives us the opportunity to get the best out of this valuable resource, writes Jon Severs

A Bangkok-based school has got rid of its uninspiring charity committee in favour of focused community outreach projects where students take the lead, as Greg Threlfall explains

Despite there being plenty of research around how best to use teaching assistants to improve pupil outcomes, the message doesn’t seem to be getting through in schools, argues Rob Webster. However, a new study from his team is attempting to change that by offering a blueprint for what should – and should not – be in a TA’s job description

While teachers increasingly appreciate the importance of getting students to ‘think about thinking’ – and how to plan, monitor and evaluate their learning – children’s metacognitive skills are notoriously difficult to assess. But new research could change all that, finds John Morgan

While some are dismissive of certain types of education research owing to the methodology used, being open to a variety of approaches is more likely to yield positive results in the classroom, says Christian Bokhove

Covid may not have led to a revolution in Scottish education but it has opened teachers’ eyes to new ways of doing the job, writes Henry Hepburn

Prize-winning author and journalist Sathnam Sanghera talks about his school days and a teacher who became like a second mother

A decision to set up an artists’ residency at an international school in Thailand has fostered a spirit of collaboration and led to some ‘wonderful moments’ of creativity, says Alex Soulsby

The updated Sutton Trust/EEF Teaching and Learning Toolkit offers a far wider array of insights into the different approaches schools can use to boost outcomes

Placing children with SEND in mainstream education then crossing our fingers and hoping for the best isn’t enough – we need research-based practice and better training, says Margaret Mulholland