Latest News from Learning Ladders
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
Schools in England will be familiar with the Oak National Academy, led and owned by Reach Academy in London. Oak Academy has funds from the UK government to produce around 10,000 videos of their teachers delivering lessons across most subjects and key stages. The intention is that Oak National Academy video lessons are available as
We’re delighted to announce that Learning Ladders is now a founding Supporting Partner for High Performance Learning. The HPL system, designed by Professor Deborah Eyre, is in use successfully in many of the world’s leading schools.
As a former primary teacher who spent hours and hours writing end of year pupil reports, I couldn’t be more excited about our new Learning Ladders feature. This was planned anyway, but we’ve pushed launch forward in light of COV19 and the new need to collaborate remotely to create reports, as well as share them
Better Parental Engagement For remote learning to be effective schools need to upskill parents remotely, at scale, on-demand, so they know exactly HOW to help at home. And with primary aged children they absolutely have to support learning tasks, not just supervise them. This article builds upon a webinar delivered to COBIS members. Enjoy a
By now, it’s common knowledge that many teachers struggle with their workload. The UK government’s teacher workload survey found that teachers and middle leaders work 4.9 hours less in 2019 than they did in 2016. However, 21% reported that workload is still a ‘very serious problem.’ A high workload can have a big impact on
What is the Common Assessment Framework? The common assessment framework (CAF) is a process used to identify children’s unmet needs and support them. Using the CAF, an assessor works with the child and their parents or carers to understand the issues at hand and then formulates an action plan to provide the best support possible.
Tips on Engaging Hard-to-Reach Parents to Get Them More Involved It’s been well established that engaging parents or guardians more in their child’s education and school life can help every child achieve greater academic success. However, you might find that it’s difficult to engage some parents with your school’s events and day-to-day activities. Focussing on
Getting parents actively involved in their child’s education can lead to pupils who are more confident, engaged and even more organised when it comes to their own learning. Studies have also shown that parental involvement can lead to measurable and quantifiable successes, such as improved attendance rates and higher test scores, for example. In this
Engaging with Non-English Speaking Parents Reaching out and engaging with non-English speaking parents can be really difficult for teachers. If you have pupils who have English as an additional language (EAL), their parents may have a limited understanding of English. If you have an interpreter, it can be much easier to communicate efficiently, but if