A teaching strategy, which has been integrated in classrooms in the US since the 1960s, has proven to have a positive impact on children’s learning.

The teaching method was developed by the National Institute for Direct Instruction (NIFDI), and has been widely adopted in various aspects of literacy and numeracy delivered by US and UK schools.

 According to an analysis based on 50 years of research, all teachers should implement the practice of direct instruction (DI) in the classroom.

Over the course of the research; the analysis, conducted by the University of Oregon in the US, assessed 328 studies that applied DI programmes carried out from the year 1966-2016. Direct instruction is employed by teachers in children who were taught this approach achieved higher results in Maths, reading and spelling, than their untrained peers.  

The authors of the research papers said: “The estimated effects were consistently positive… only 1 in 20 of the estimates, although positive, might be seen as educationally insignificant.” Minster of State for School Standards, Nick Gibb, took to Twitter to praise “more evidence of the importance of well structured, step-by-step teacher-led instruction.” But critics of the advanced research remain cautious of DI in schools, deeming the strategy “inflexible”. Ruminating over its effectiveness; Yong Zhao, a University of Kansas Professor, believes the approach “while successful in the short-term may be unproductive in the long term.”  

Despite its proven efficacy, DI has not been “widely embraced or implemented.” The authors of the research papers said that schools are unwilling to employ the learning style partly because of “a belief that teachers will not like it, or that it stifles teachers’ ability to bring their own personalities to their teaching.” However, the authors argue that when practiced properly, DI does not “disguise or erase a teacher’s unique style” and instead “allows them to focus more fully on their students’ responses and ensure their understanding.”   The paper’s authors looked at programmes that applied DI, some of which included DISTAR, (Direct Instruction System for Teaching Arithmetic and Reading) Reading Mastery, Horizons, Corrective Reading, Connecting Math Concepts and various more. DI, which was developed from Siegfried Engelmann’s theory of instruction, “builds on the assumption that all students can learn with well-designed instructions,” the paper states. 

“When a student does not learn, it does not mean that something is wrong with the student but, instead, that something is wrong with the instruction,” it continued. While it remains unclear whether more teachers will adopt the use of DI, advocates and academics of the new-found research are optimistic that all schools will "widely embrace" the growing practice.

School teachers in England and Wales will receive a 3.5 per cent pay rise from September, the government announced.

 The announcement came after a group of campaign against lack of school funding from the Department of Education (DFE).

 Dr Mary Bousted, Joint General Secretary of the National Education Union, said: “our successful campaign on school funding, working with parental groups and other unions, has forced the DfE to find funding for this pay award.”

  Over the next two years schools in England will be given a grant worth £508m, funded “partially” by the DfE. Teachers on the main pay range are promised to receive the full 3.5 per cent increase, which is worth annually between £800 and £1,366. However, a lower rate of 1.5 and 2 per cent is also put in place for teachers, senior staff and head teachers on a higher wage. Education Secretary, Damian Hinds, is confident that the pay rise will help shocking number of teachers continue to leave the profession.  

Despite Mr Hinds’ and his predecessor’s attempt to solve the unions, as they fear that further cuts from the school budget could still be made to fund the salary increase. General Secretary of the Association of School and College Leaders, Geoff Barton, expressed his disappointment over lack of funding from the Treasury; he said: “The DfE and the secretary of state deserve credit for an improved pay award and a commitment to providing extra funding. “It is deeply unfair that the pay award for leaders and for teachers on the upper pay range will be funded at a lower rate, and they will regard this decision as a kick in the teeth for their hard work.” He added: “It is also regrettable that the pay award is only partially funded and that the DfE has had to find that money from down the back of the departmental sofa, as this will impact on other education services. “This is clearly a short-term political solution driven by the refusal of the Treasury to fund the pay award and we need longer term strategic thinking from the government as a whole.”  

A new pay deal for the NHS, which was announced in March, confirmed that nurses, paramedics and porters will see a 6.5 per cent rise in the next three years. The move paved the way for school leaders and education unions to undergo a number of protest against school budget shortages. More so, after startling reports from the Institute for Fiscal Studies showed that spending per pupil had fallen by 8% in real terms. As the school financial crisis reaches an all-time high; a West Midlands school, King’s Church of England, have also complained over the insufficient funding available to repair their school rundown buildings.

 Head teacher of the Wolverhampton school, James Ludlow, said: “It’s really heart-breaking. When it rains, and we’ve had some heavy downpours, water comes through into the corridors and brings bits of the ceiling down.” The budget shortage has left Mr Ludlow with no choice but to cut back staff members in his school. Despite Mr Hinds’ commitment to “recruit and retain brilliant teachers,” Mr Ludlow stresses that “unless something is done about funding, it is inevitable that standards of education will go down.”  

Dr Bousted warns that schools will have to find “more than £250m from their already stretched budgets.” She added: “We are concerned, too, that the DfE will be forced by the Treasury to make unacceptable cuts to other parts of its education budget, and we will monitor this carefully.” But Labour’s shadow education Secretary, Angela Rayner, said: “There is still no information about what areas of funding will be cut to meet the cost of the pay rise.” The extra funding, which is said to be taken from DfE’s existing budget, will be given to schools in two instalments.  

Schools in England will receive £187m in 2018-19 and £321m in 2019-20. However, such funding does not apply to schools in Wales. The exclusion has left Welsh government “concerned that HM Treasury will not be providing any additional funding to pay for this uplift.” In response to the unequal pay rise for teachers across the country, Dr Bousted said: “We regret that the DfE has not accepted the STRB’s recommendation of 3.5% for all teachers and school leaders. “We will continue to campaign for this and for improved funding for all schools, as the government moves into the comprehensive spending review.”

As the Secretary of Education, Damian Hinds, remains silent on the rally outside Parliament to demand more money for schools.

 Having waited almost three months for an announcement on the teacher pay debate, headteachers from the Worth Less? campaign want to ensure that a possible pay increase is funded entirely by the government.

 The lack of funding for sixth forms and to support students with Special Education Needs and Disabilities (SEND), particularly those with “high needs,” has led campaigners to also call for emergency funding.

The protest, which many are hopeful will encourage Mr Hinds to speak upon the matter, is due to commence on September 28^th at Parliament Square. A march to Downing Street to deliver a petition will subsequently take place on the day. In response to the rally, Headteacher and Founder of Worth Less?, Jules White said the event is “completely unprecedented” due to its large scale and the number of heads planning to commute from across the country to support the cause.  

Mr White insists that they are not campaigning for teachers’ pay rise, but for sufficient funding to pay for a fair settlement. In his message to the government, he said: “you will cripple us if you direct us to make (pay) increase without more funding.   “To run a really good school, you need the fundamentals of a strong supply of great teachers and support staff and enough money to fund the wraparound care for students.” He added: “Hundreds of millions has been wasted on structures, governance arrangements and pet projects, which provide little more than a positively spun sound bite to the general public.” While a decision is yet to be made, A DFE spokesperson has confirmed that the government are still considering the STRB report and will respond in due course.  

Education unions, including the National Education Union, have joined forces in an attempt to urge the Secretary of Education, Damian Hinds, to make a prompt decision over teachers’ pay rise.

A letter, signed by the Association of School and College Leaders, National Association of Head Teachers, National Education UNion, ACAC and Voice, was sent to Mr Hinds asking him to “decide urgently” whether an increase of teachers’ pay will come in place for the new academic year.

The letter comes following Mr Hinds’ delayed response to the School Teachers’ Review Body report, which he had received since early May. As the end of term rapidly approaches, unions are unhappy with Mr Hinds’ silence on the matter and are now demanding him to publish both the report and respond as soon as possible. The letter wrote: “The end of term is imminent. Governing bodies cannot discuss how they will implement the pay increase. “No one knows whether your government plans to support the pay increase with additional funding.”  

With most schools already closed for the summer break, Mr Hinds’ lack of response has left head teachers and staff in a state of uncertainty over school budget and pay. Mr Hinds’ late response has also prevented head teachers from consulting with their staff before the school term ends. The consultation, which is now set to take place during the summer, has sparked frustration among the five unions and led them to speak out publicly on the issue.   

In recent years, concerns have been raised over the startling figures of teachers leaving the profession, making it difficult for schools to recruit and retain bright and talented teachers. Statistics by the Education Policy Institute, found that a fifth of full-time teachers are working up to 60 hours per week. As a result of this, teachers are forced to work as a Teaching Assistant to avoid giving up their social life outside of school. As a way of tackling the shortages in teacher recruitment; Mr Hinds vowed, earlier this year, to “strip away” pointless tasks that adds to the excessive workload of teachers.  

The pledge to cut non-teaching tasks was Mr Hinds’ effort to compromise a flexible work-life balance, after an upsetting number of hard working teachers have left the profession due to being underpaid. Along with Mr Hinds’ decision, the unions are also calling for a five per cent pay rise for all teachers through extra funding from the Treasury. A DFE spokesperson said: “That is why we have committed to making sure that teaching remains an attractive and fulfilling profession, and are working with the unions to strip away workload that doesn’t add value, improve conditions and offer all teachers high quality professional development. “We are considering the STRB report carefully and will respond in due course.”  

In the midst of an eventful summer, back to school planning can be rather nerve-racking and overwhelming.

With the new academic year gradually approaching, now is the time to recharge your physical and mental balance so you can feel refreshed and ready to tackle the school year.

Whether you are a teacher or not, we have put together 10 productive ways for you to better prepare yourself for this September

1. Attitude is key
Demonstrating positivity and enthusiasm on your first day back to school can do more good than harm. Pupils are more likely to feel excited and devote to your classroom if they can sense the excitement in you.

2. Memorising your students’ names
Learning your students' names can help you establish a strong relationship with them early. 

 3. Read previous feedback on your pupils

This is a great way for you to identify your students’ strengths and weaknesses. It can also help you discover new approaches to take to ensure students reach their full potential.  

4. Analyse what teaching techniques were successful and unsuccessful in past years
Revisiting old lesson plans can help guide you on your first week of school. Reviewing what methods have worked and haven’t can help you recognise ways of improving your teaching techniques to gain greater result.  

5. Write and send home a back-to-school welcome letter
Creating and posting a back-to-school welcome letter to students and parents, a week or two before school commences, is an effective way of building a positive relationship. Why delay the inevitable when you can get a head start.  

6. Purchasing your teaching supplies and material
For newly qualified teachers, it is important to contact your school beforehand so that you can avoid overspending on teaching supplies. Make use of what is already accessible but purchase any additional necessities, so you can be fully prepared.  

7. Create a constructive list of ways to discipline a disobeying pupil

Children can be a handful, especially when misbehaving. It is vital to come up with rules that will have an impact when disciplining disruptive students. Alternatively, teachers can encourage students to create a list of ways they can be disciplined when interrupting the class. A 2009 study shows that children often adhere to rules when they are actively involved in the rule-making, so perhaps this is an approach to consider for the new term.  

8. Tap into the digital sphere

Online communication is a great way to feel more connected with your pupils. Create a user-friendly website, featuring easy-to-navigate and useful content for students. This can comprise of homework and project details, such as dates and times. You can also upload capturing and enticing images to add colour to your site. With so much to experiment with, the opportunities are endless online.  

9. Create a checklist
Be productive this summer by creating a checklist for the tasks you have set for yourself. This will help you feel organised and better manage your teaching plans for September.  

10. Don’t over prep
Back to school week is stressful enough as it is, so avoid over prepping and instead improvise some elements of your lesson plans. This will enable communication with students to feel less rehearsed and more organic.

As the school year comes to an end, it is only natural for you to begin pondering on new ways to spend your summer holiday.

Whether it’s binge-watching the whole season of your favourite TV show or taking a long break in the Bahamas; with so much to choose from, it can be difficult to set something in place.

Still unsure on how to spend your summer holiday? Not to worry, as we have put together 10 feel-good yet budget-friendly tips on how to live your summertime to the fullest.

  1. Shopping

Take advantage of the high-street summer sale and stock up on new work attires for September.  

2. Visit your local park or the seaside

Who says working has to be tedious? Manage your workload for September by keeping yourself outdoor and enjoying the sunny days. It is easier to feel imaginative when working in a relaxed environment, so why not switch up your hangouts this summer.  

3. Attend a festival

The festival season is here and with an array of indoor and outdoor concerts on offer, there’s never been a better time to spend your summer in the UK.  

4. Host a barbecue

With so much spare time to make use of, now is the perfect chance to show off your cooking skills and impress family and friends with an afternoon of al fresco dining.  

5. Dance classes

The academic year is overly busy and it can be difficult to take up any extra activities outside the school grounds. Why not use this summer to experience those dance lessons you’ve been delaying.  

6. Spa day

Being a school teacher is often deemed rewarding, however it also comes with a lot of challenges. De-stress this summer by pampering yourself with a relaxing and luxurious spa weekend.  

7. Update your CV

Polish up your CV this summer, as you never know when it might become handy. Check out our useful tips on tailoring your teaching CV.  

8. Volunteer

Give something back to the community this summer by helping out at your local charity or hospital. Volunteering is a great way to kick back and help make a difference in the lives of those in need. It is also a fun way to keep active and meet new people.  

9. Visit the countryside

Escape the hustle and bustle of city life and unwind in some of the most attractive rural areas in the country. Pack a hamper and enjoy a lovely picnic with family and friends in idyllic surroundings.  

10. Travel abroad

Embrace this year’s summer by visiting some of the world’s most iconic locations. Whether you’re seeking a beach holiday or a solo trip to Thailand; traveling is a great way to make new memories, discover new cultures and meet new people. Leave the stress behind and go explore somewhere new.  

As we near the end of school term, this can only mean one important thing. It is that time of the year again, where school’s sports day.

It is a cheerful afternoon where kids can indulge in a day of sports festivity, and a chance for parents to show off their children and engage in a bit of ‘healthy’ competition with the other mums and dads. Whether it’s someone tripping over during a three-legged race or watching over-enthusiastic dads compete with one another; sports day is not complete without the funny and cringe-worthy highlights from all parties concerned. As we anticipate this year’s event, here are our predicted funny moments that will leave you in high-spirits and entertained throughout the day.        

#Dadrace

Every year, sports day becomes more and more competitive. Not only with the children but, surprisingly, parents are known to take the game a little too seriously. The craze for #Dadrace on social media means that this is not likely to change anytime soon. Chill out dad it’s not the Olympics.  

Unpredictable weather

Our British weather is known to be fickle. Despite the country’s recent series of mini heatwaves, there is a slim chance your day will be disrupted by rain so it’s better to be prepared. Stormy and rainy weather can only guarantee some of the funniest and most-memorable trips and falls to the ground.  

Relay Race entertainment

A game where, at least, one school kid will inevitably forget to pass the baton to the next runner.  

The Sack Race challenge

A classic game where kids are guaranteed to fall flat on the turf not once but on several hilarious occasions, as they desperately attempt to cross the finishing line. This is the one sport that is bound to have the crowd and children in hysterics. 

The teacher’s race

Arguably the kids favourite as it’s a once-in-a-school-year opportunity for pupils to watch their favourite teachers battle, hilariously, for victory.  

The Three-Legged race

The one game where kids secretly wish to not to be paired with the child who constantly picks his nose or with the competitive youngster that will do just about anything to win the race, even if it means literally dragging their partner to the finishing line.

Egg and Spoon race gone wrong

This is a game where the children are convinced it’s an egg and thumb race Or in other cases, the egg on hand race...

We have a range of exciting teaching vacancies available in Primary, Secondary and SEN across London. Help make a difference in a child’s learning development by applying to our various teaching opportunities today.  

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Every year five and six-year-olds in Primary school take the Phonics Screening test generally at the beginning June. Schools are unaware of the pass mark until after the test has taken place.   Today, the Department of Education has announced the phonics check pass mark is 32 out of 40.  It is the seventh year in a row the pass mark has been 32.       

What is the phonics screening test?
The test was introduced to ensure that all children by the end of Year 1 had sufficient phonics knowledge to develop their reading skills.   It consists of 40 words – 20 real and 20 silly or nonsense words such as ‘osk’ – these are pictures with a monster so that children understand they are monster’s names. Children are instructed to read these out aloud and the teacher makes them. They are tested on their ability to sound out words using the phonics system.  

Some of the words in the 2018 test included var, slirt, scrid, gloom, turn and charming.   

The first phonics screening test took place in 2012 where 58 per cent of five and six year-olds reached the pass mark. Last year, 2018, saw 81 percent of year 1 pupils pass the test. In 2016 147,000 more children became fluent readers versus the same time five years ago. Before the phonics screening test was implemented children were shown frequently used words until they were able to recognise them automatically, this was known as the “look and say” technique.  

A startling new report finds just 2 per cent of children and young people have the right skills to identify if a news story is real or fake. On top of that two thirds of teachers see fake news harming children’s self-esteem and confidence, damaging their perception of the world.

The BBC is reporting two stories shared on social media by teenagers who thought were real stories were in fact fake. Chloe, 13, shared a story about the alleged death of actor Sylvester Stallone. "I thought it was real and shared it with family members. A lot of people were quite upset," she says.   Chloe felt very stupid when the truth emerged that Sylvester Stallone was in fact very much alive and well. She added "I should have looked into it a bit more before posting." 13 year old Mitch came across a story about a missing airliner boarded full of passengers had been found. Like Chloe, he reposted it and several of his friends did the same. However, shortly after, it became clear the story was fake, pictures were old which had been reposted. Now 16, he says he still remembers how upset he was "To find it wasn't true and the families hadn't found their loved ones." He says he felt shocked, foolish and embarrassed.  

As children get older, the ability to spot fake news appears to decline, as when 2,220 children aged eight to 16 were asked to identify which of six news stories were fake and which were real, just 3.1 percent of primary pupils and 0.6 percent of secondary students were able to identify all correctly. One Year 9 pupil said “It makes me not trust the news as much, making me not want to read more because I don’t, I can’t trust it, as such, and it’s quite off-putting because you don’t just know.” According to a report from a group of MPs these children are not alone, “Falling for fake news can harm children's "wellbeing, trust in journalism and democracy itself."      

The National Literacy Trust who conducted the report showed more than 2,000 UK eight to 16-year-olds six news stories, two of which were fake, and asked them to identify which were real and which were not. Only 2 per cent got all six right. Of the children questioned in the survey:

• Almost half were worried about their inability to tell which stories in their social media feeds were false and which were real
• Almost two-thirds said fake stories made them trust the news less
• TV is still the most popular source of news according to the survey
• Three quarters watch TV news and 80% say they trust it
• Almost half listen to radio news and 75% say they trust it

However, almost half of the secondary age pupils said they got news from social media, particularly Snapchat, and only about a quarter trusted what they read there. All of this contributes to a culture of fear and uncertainty among young people, says the report.  

Lucy Powell MP, who chairs the group, said the findings highlighted "a dangerous lack in the literacy skills that children and young people require to navigate our digital world and identify fake news". "This is causing them to mistake false news for fact, become anxious as they believe misleading stories, and risk exposure to malign agendas," she added.  

Presenter Mariella Frostrup said the report was "an important reminder of the need to equip young people with confidence and skills to chart their own cautious course through the acres of fake news and propaganda." Half of teachers surveyed explicitly teach critical literacy, and 29 per cent of those who teach it do so very often. According to the report, an “updated framing of literacy skills, and indeed critical literacy skills, that reflects the changing digital landscape is now required”, with emphasis on core skills including reading, writing, speaking and listening, as well as comprehension and inference. However, this needs to come from the government, and can’t be achieved without extra training, time and resources for teachers.  

Head teachers' leaders warned against putting additional demands on schools
Geoff Barton, general secretary of the Association of School and College Leaders, said schools once again found themselves "on the front line of trying to provide a solution to a society-wide issue." He said critical literacy was already taught through subjects including English and history and online safety in personal, social and health education. "We would like to see more action from online platforms to prevent the proliferation of fake news stories in the first place." And Nick Brooke, deputy general secretary of the National Association of Head Teachers, called for protected time on the curriculum for non-exam subjects. "Yes, we need to teach grammar and spelling, but we also need to instil a thirst for knowledge, a love of reading and the critical literacy skills that enable young people to make informed decisions as to what to believe and what to ignore."  

Mitch and his fellow sixth formers at St Michael's Catholic School in High Wycombe are keen to see better regulation of social media companies and would like it to be easier for people to report fake news stories and have them taken down.

The chief inspector of Ofsted, Amanda Spielman has highlighted concerns over the rising number of children starting school who lack basic hygiene and communication skills. As a result, these children are starting school at a disadvantage and more than a million hours per year of valuable teaching time is lost as teachers have to spend time cleaning up children after they’ve been to the toilet.

The report conducted by YouGov interviewed more than 400 primary school teachers and 500 parents and children. It found:

• 53 per cent of teachers are concerned that children not being toilet trained and having an accident in class means time is taken away from others in class.
• 43 per cent of children found it difficult to concentrate in class as a result of avoiding going to the toilet when they need to go.
• 44 per cent of children avoid going to the toilet every week and a worryingly 11 per cent do so every day.

The report also discovered 4.7 million children actively avoided defecting at school. Primary school teachers noted that have seen children going without food and drink in a bid to avoid using school toilets. The side effects of this are huge, they include dehydration, bladder infections and possible bowel problems as they get older. A quarter of primary school teachers and children described the hygiene levels in school toilets as poor or very poor, with a fifth reporting that no checks are made on them during the day.  

James Bowen, director of NAHT Edge union, said: “We are concerned about the increasing number of school leaders who are telling us that children are arriving in school unable to use the toilet independently. “There can be lots of reasons young children aren't confident using the toilet at school, but one deterrent can certainly be the hygiene and condition of the facilities.” ”With school budgets under enormous pressure, the reality is that most are finding it increasingly difficult to repair and upgrade such essential facilities.” Essity will be working with teachers, local authorities and health professionals through its School Hygiene Essentials Initiative to improve toilet hygiene. Kevin Starr, managing director at Essity, said: “Schools and local authorities are trying to do their best with limited budgets and resources. Spending more money isn't an option and we don't believe it's the answer either.”  

“Our aim in highlighting these issues is to open up a dialogue with schools, parents, health experts and local authorities and work with them, using the collective expertise and experience to identify simple and easily implementable solutions to tackle the issues, with little or no cost to schools. “By doing this, we aim to improve health and well-being, reduce absenteeism and increase self-esteem and confidence of children in the UK.”    

Mrs Spielman, a Cambridge graduate and mother of two, spent much of her life as an accountant and investment adviser for leading City firms. In 2004, she became research and policy director for the Ark academy chain before becoming chairman of exams regulator Ofqual in 2011. She doesn’t blame parents for this, many are working full time jobs, juggling family and work life and as a result more children spend time in childcare. However, they do have the most important role in teaching children basic life skills before they start school. Mrs Speilman is urging nursery staff to play a part in helping these children learn basic and valuable life skills – saying they can ‘make a world of difference.’  
Some children are ‘lucky’ to have a family culture where they get lots of help. Learning nursery rhymes, the alphabet and being read to are part of a daily routine. Others aren’t so lucky, they don’t get the same help at home nor a structured routine and crave this in other environments i.e. at nurseries and schools.  

"We now have a situation where, aged four, some children have less than a third of the English vocabulary of their peers," she told members of the Pre-School Learning Alliance. "These children arrive at school without the words they need to communicate properly. Just imagine the disadvantage they face, right from the start. "Unable to follow what's going on. Unable to keep up with their classmates. Unable to reach their potential." "As a child, you will do worse at school. As a young adult, you may struggle to find work. "And as a parent, you won't be able to help your own children learn. This is a vicious cycle." On toilet training: 'It is alarming that more and more schools report children turning up on their first day of Reception unable to do this. Indeed, there have been recent news stories about children being sent to school in nappies!" Mrs Spielman is demanding new reforms, and wants all children starting their first year of school to be able to do basic tasks, such as using a pencil, kicking a ball, putting on their shoes and taking off their coat.  

In a separate survey carried out in September 2017, 83 per cent of headteachers didn’t think four year olds were ready or prepared for school. A similar amount commented to say the situation has worsened throughout the past five years.