Headteacher Mrs Ash McGann shares Burton Green Primary School’s experience of being part of the Healthy Breakfast club pilot scheme and the benefits it’s brought to the whole school ..read more

Phil Stock, who is also Director of the Education Endowment Foundation (EEF) Research School based at Greenshaw, tells us about his schools’ approach to supporting its most disadvantaged pupils through pupil premium.  ..read more

Elizabeth Bramley, headteacher and disadvantage strategy lead tells us how she uses the pupil premium grant to raise attainment ..read more

Headteacher Jamie Whiteside and pupil premium lead Hannah Smith tell us how they use pupil premium funding to improve outcomes for all pupils at St Clare’s.   ..read more

Hear from two mental health leads at the Ormiston Academies Trust (OAT) talk about the central role of leadership and management in supporting and championing efforts to promote mental health and wellbeing, as part of a whole school approach.  I’m Cherelle Lawrence, the inclusion manager and mental health lead at George Slater Academy in the West Midlands.   Our School Our journey to embedding a whole school approach to mental health began in 2017, when we applied for the ‘Sandwell Wellbeing Charter Mark’.  By reviewing whole school data and gathering staff, student, paren ..read more

Jayne Kumi is the designated safeguarding lead and senior mental health lead at Woodmansterne School and Sixth Form, an all-through school in London. She reflects on her leadership role in the journey to implement a whole school approach to mental health and wellbeing.  Implementing a whole-school approach to mental health is a journey, rather than a task with an end point. At the beginning of the journey, I asked myself, ‘what is our vision for a whole-school approach - and how can I ensure that both senior and middle leaders buy into this vision?’ We began by setting up a trained menta ..read more

Executive headteacher at The Green Way Academy, Simon Bush, shares his experience of using the National Tutoring Programme (NTP) to support disadvantaged pupils during the school holidays. Our ambitions At The Green Way Academy, we have an ambitious target to get 90% of our year 6 pupils meeting the expected national standard by 2028. NTP gives us the opportunity to reach those who need extra support in getting there. Ultimately, our aim is that disadvantaged pupils achieve in line with their more affluent peers and are being given the same learning opportunities and experiences to enable the ..read more

Executive Deputy Headteacher, Lyndsy Killip, at Queen’s Park Federation tells us about their experience of being an early adopter of wraparound childcare and the benefits wraparound has brought to their school community. The Queen’s Park Federation Community Queen’s Park Federation comprises of Dorothy Gardner and Mary Paterson Nursery Schools, Queen’s Park Primary School, and Queen’s Park Family Hub. Set within one of the most diverse communities in Westminster with high levels of deprivation, we cater for children aged 2-11 within our schools and support children and young people up to the ..read more

The Imperium Federation is a community of two special schools in London; Waterside Social Emotional Mental Health Needs (SEMH) Primary and King's Oak School, previously called Moatbridge. Executive Headteacher, Meic Griffiths, shares his experience using the National Tutoring Programme (NTP) to support pupils at the federation. Selecting pupils for tutoring When selecting which pupils to bring forward for tutoring, we firstly considered our disadvantaged pupils in the year groups that had missed the most learning during COVID-19. We looked at assessment data to identify knowledge and skills g ..read more

The Monitor Your School Attendance (MYSA) Service is a free, secure tool that helps schools to monitor pupil attendance. Schools, their local authority and trust can use the service. In this blog, we hear from attendance leads from a school and a trust explain how they are using the service to improve strategies to attendance and have more meaningful conversations with families, head teachers and local authorities. Sam, a multi academy trust executive leader shares how they use MYSA data to improve school policy I’m Sam, an executive leader of a trust with 10 urban primary schools, some in ar ..read more