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Issue MISC1.1

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Pathological Demand Avoidance syndrome (PDA)

Pathological Demand Avoidance syndrome (PDA)

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A framework for an early intervention

The process of early intervention is just that. A process. Louise Jackson provides a flexible framework that allows schools to make early intervention a creative, effective and – most importantly – a long-term development.

Date:
16/04/2018
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Are children ever too young for technology

Providers are divided over how effective technology is in the early years. Elpida Ahtaridou and Dr. Sue Bodman cite the research to propose a way forward.

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16/04/2018
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Catching up on maths in early years

Children in England are still starting their primary education with considerable differences in their maths skills and those differences continue right through their education. Liz Bayram explores how achieving a strong maths foundation in a child’s early years can make all the difference.

Date:
16/04/2018
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The creative community of Pistoia

Myra Barrs reports on creative approaches to pre-school education in the Italian city of Pistoia

Date:
16/04/2018
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Early Years: Planning The Transition from Play

There are huge differences between Early Years and Key Stage 1 in culture and expectations. The pedagogical shift needs to be handled with care, argues Maureen Hunt.

Date:
16/04/2018
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CHILDREN’S EARLY LITERACY PRACTICES AT HOME AND IN EARLY YEARS SETTINGS

Tablets and touch-screen technology could be vital to engage new readers from key groups of young children where literacy is a concern. This report outlines findings from Pearson and the National Literacy Trust’s second annual early years literacy survey, conducted in May to July 2014. It examines children’s access to books and to technology, as well as their early reading habits, but it also examines the impact of these practices on young children’s vocabulary.

Date:
16/04/2018
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How the young mind works

Dr Sue Lyle looks at the work of an inspirational teacher and a cognitive psychologist whose practice and theory in imaginative play provides the evidence to revolutionise the EYFS.

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16/04/2018
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TACKLING INEQUALITIES IN THE EARLY YEARS

Growing Up in Scotland (GUS) is a Scottish Government funded longitudinal study that is currently tracking the lives of two cohorts of children from across Scotland. This report draws together findings from 10 years of analysis of the GUS data to highlight how the study has contributed to the evidence base on children and families in Scotland, in particular on the extent of and how to reduce inequalities in outcomes in the early years.

Date:
16/04/2018
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QUALITY IN EARLY YEARS SETTINGS AND CHILDREN’S SCHOOL ACHIEVEMENT

Childcare quality is often thought to be important for influencing children’s subsequent attainment at school. However, having a graduate teacher in a nursery has only a limited impact on children’s attainment, according to this report by the London School of Economics.

Date:
16/04/2018
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The creative Early Years’ classroom

To prompt creativity in the classroom Amanda James investigates the link between successful early years pedagogy and a creative learning space that stimulates ‘outside the box’ thinking.

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16/04/2018
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What next for the Early Years?

The EYFS can proudly boast a wealth of outstanding practice. However, in her recent review, Dame Clare Tickell looked at just how well the system had bedded down, and in so doing highlighted significant room for further development. Tim Linehan reports.

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16/04/2018
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You are never too young!

Jill Potter explains how and why to adapt teaching thinking activities for children in the early years

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16/04/2018
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A team approach to closing the achievement gap

An innovative new programme is aiming to break the link between poverty and poor outcomes by bringing together heads, teachers and TAs from a trio of schools to share best practice. Mariella Wilson reports.

Date:
16/04/2018
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Tackling Child Poverty And Disadvantage In Schools

This Estyn report looks at how schools are tackling child poverty and disadvantage in Wales. It identifies examples of effective practice and makes suggestions about further action that might be taken to improve the performance of disadvantaged pupils.

Date:
16/04/2018
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Diagnosing learning difficulties

Faced with children who find it hard to learn, teachers resort to ‘differentiation’. But this is just a coping strategy with little or no scientific justification. With the help of work of Reuven Feuerstein’s, teachers could take back responsibility for diagnosing and remediating their clients’ learning difficulties, argues Howard Sharron

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16/04/2018
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From poverty to equality

The Government has another chance to address the issues surrounding deprivation and underachievement. Can the link ever be broken?

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16/04/2018
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Three steps to responsible behaviour

Geoff Moss’ and John Bayley’s ground-breaking series on behaviour management continues with a threestep guide that helps teachers match discipline styles with teaching contexts

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16/04/2018
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PROGRESS MADE BY HIGH-ATTAINING CHILDREN FROM DISADVANTAGED BACKGROUNDS

Child poverty is a huge waste of young talent. This is the outcome of a study released by the Social Mobility and Child Poverty Commission, which confirms that education is a key driver of social mobility and reducing educational inequality. This report tracks the performance of high-achieving pupils from poor backgrounds through the education system and compares their trajectories with those of their more advantaged peers.

Date:
16/04/2018
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ETHNIC MINORITIES AND ATTAINMENT: THE EFFECTS OF POVERTY

The lower educational achievement of White working class pupils in comparison with children from other ethnic backgrounds with similar socio-economic status continues to attract attention. This DfE research looks into the educational attainment of pupils in England by their ethnicity.

Date:
16/04/2018
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For richer, for poorer – closing the achievement gap

The new government says it wants to close the gap between richer and poorer pupils – but what are the challenges it will face? Helen Barnard introduces some eye-opening research

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16/04/2018
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Giving children research skills

Giving students the necessary research skills is impossible without first making them information literate - and this applies to every subject, argues Andrew Shenton.

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16/04/2018
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Information literacy - what is it?

Information Literacy” may not be a phrase that is commonly heard in the primary school staffroom but it is central to education today. Andrew K. Shenton and Wendy Beautyman explain what it is and why we should be building it into our curriculum.

Date:
16/04/2018
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Promoting inferential information behaviour

Rather than acquiring a set of skills, inferential information behaviour involves forming a mindset involving problem-solving and lateral thinking. Dr. Andrew K. Shenton looks at ways to develop inferential strategies.

Date:
16/04/2018
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The evaluation challenge

The world is a wealth of accessible information, but there are many pitfalls to be avoided. Here Andrew Shenton and Alison Pickard present the case for meta-evaluation as a means of empowering students to select or reject information.

Date:
16/04/2018
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Why can’t I find what I’m looking for?

A child faces a series of potential pitfalls when searching for information online. This can be the ‘awareness barrier’, ‘fake images’ or ‘blended memory’. Andrew Shenton explains.

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16/04/2018
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Clarity, neutrality, consistency

How can behaviour policy be fixed when circumstances change every time? Geoff Moss and John Bayley’s series on discipline continues with a look at issues surrounding consistency

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16/04/2018
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Culture, discipline, and the rules

In the first part of anew series, behaviour management experts Geoff Moss and John Bayley examinedifferent types of school discipline policy and culture

Date:
16/04/2018
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Leading with behaviour

Geoff Moss and John Bayley round off MST's innovative series on behaviour management with their conclusions from 15 years of work in the field

Date:
16/04/2018
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New directions in behaviour management

The idea of non-teaching staff handling behaviour issues may seem outlandish to some,but at Annabel Kay’s school it has meant a breakthrough in student conduct

Date:
16/04/2018
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Out on good behaviour

They’d pulled their school back from the brink of closure – but where to now? In the second of his series on behaviour management, Kevin Rowland describes the steps he took to embed the positive behaviour he knew his students were capable of and to create a school atmosphere everyone could enjoy.

Date:
16/04/2018
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Preparing teachers for disruptive or challenging students

For many teacher trainees, the idea of facing disruptive and defiant students fills them with dread. In this model of a professional discussion, Dom Brockway and Merv Lebor share ideas about how to prepare trainees to deal with bad behaviour.

Date:
16/04/2018
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Ten days till shut down

With only ten days to save one troubled secondary school from closure, Kevin Rowland describes how he and staff worked to eradicate an embedded culture of aggression and disruption, and prove that given the right attitude and support, even youngsters with the most complex needs can enjoy themselves and achieve at school.

Date:
16/04/2018
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Minimising disruption

A pupil with disciplinary problems means a delicate balancing act between the interests of other students, staff, parents and the pupil themselves

Date:
16/04/2018
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The three Rs of behaviour

In the third part of MST’s series on behaviour Geoff Moss and John Bayley consider the ‘three Rs’: roles, routines and relationships

Date:
16/04/2018
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Training and the art of behaviour

In the penultimate article of their pioneering series on behaviour management, Geoff Moss and John Bayley look at the crucial role of training in the most effective techniques

Date:
16/04/2018
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