What does science teaching look like at your school? Do you have a scheme of work? Or are you looking for high-quality resources which match the curriculum and provide the right amount of support and challenge for your pupils, and yourself? We understand how challenging it can be to find exactly the right resource to

Parents’ opinions of teachers have undergone a dramatic change as a result of homeschooling during the pandemic. Two thirds of parents said their opinions of teachers have improved, according to a new survey by Learning Ladders, a primary school learning platform. The survey asked over 500 parents about their experiences of home learning, with 66%

Podcasts are a great resource for headteachers and school staff: you can use them to build your skills, find inspiration for your classroom, and they’re also a great way to unwind with some entertaining chat from your peers. There are so many education podcasts out there, so where is best to start in 2021? We

The new EYFS Framework becomes statutory on 1st September 2021. Our EYFS lead Melanie has produced a quick reference guide highlighting key changes in the final version of the new EYFS Framework that was published by the Department for Education recently, compared to what was included in previous versions. We hope this is of use

You asked, so we’ve delivered.  All of your Summative Data alongside internal assessments in brilliantly clear but insightful GL data dashboards.  This is in addition to our existing Summative Analytics, and Summative vs. Formative comparison options. Visualise CAT4, PASS and PT tests on beautiful data dashboards Compare to internal formative assessment data on the same

Getting back on top of things: Gap Analysis 

On Sunday it was reported that a new Track and Trace NHS requirement may involve schools needing to record Covid Tests results somewhere. For me anything like this is where EdTech should take the admin burden from schools. I’d expect the MIS system to have functionality to enable schools to manage this live in the

Learning Environments It is our absolute pleasure to host Professor Stephen Heppell for our latest Learning Ladders webinar: ‘The world just discovered that learning can be done differently!’ Stephen’s work on learning environments is fascinating. So it is delightful to speak to him again this month having heard him speak a number of times, as

As part of our regular monthly webinar series our EYFS webinar with Alistair Bryce-Clegg (ABC Does) enlightens us with Alistair’s thoughts on progress and attainment in the Early Years. Alistair Bryce-Clegg is an experienced Early Years practitioner, with over 30 years experience working in the Foundation Stage.  A fascination with child development, an interest in

It was a huge pleasure to host so many Early Years colleagues at our EYFS Briefing with Jan Dubiel earlier today, and we’re grateful for all the positive feedback about the work we’re doing together in this area. The video from the briefing is below, do share the link to this article with colleagues so

The long awaited update for EYFS Development Matters 2020 has finally been released by The Department for Education. We’ll be taking a few days to digest it, before adding it to the main part of the Learning Ladders system in a framework designed by Early Years assessment expert Jan Dubiel. In the meantime here’s the

A webinar with Melanie Saunders. It is interesting to reflect on how things change – and how they stay the same. Perhaps that is just a consequence of being a long time in the same professional arena. This webinar will explore the opportunities we have, as children begin to return to our classrooms, to let

Jan Dubiel outlines some of the key considerations for Early Years professionals returning to school settings this Autumn.  This webinar offers a preview into the expected changes to Development Matters, as well as the new OEDA Diagnostic Assessment. Jan offers his perspective on: Challenges and Opportunities from the Covid-19 pandemic How Edtech supports schools in

Despite widespread opposition, the DfE appear to be insistent on introducing the statutory Reception Baseline Assessment (RBA) this September for all YR children, as reported recently in TES. Whilst I also consider the current NfER model for RBA to be highly problematic, I do think that a Baseline – or an on entry assessment – in