Guidance for full opening: schools - Updated 7th September

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DesksA copy of the latest Government guidance document for full opening of schools which was amended on 7th September can be found here.  This version has tracked changes so it is clear to the reader what has been changed for this version of the document.  

TSC SW Podcast #10 : Professor Daniel Muijs

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Professor Daniel Muijs is Deputy Director for Research and Evaluation for Ofsted. Professor Muijs is also a Visiting Professor at the University of Southampton.

Since 2018 Ofsted has used research and evidence to inform the development of its inspection framework. ‘we want to be as sure as we can be that we are looking at the right things when we inspect and regulate. To do so, we need to follow the best evidence on what good and effective provision is. That means looking at the existing evidence base, but also carrying out our own research when necessary’. In this podcast Jim and Daniel discuss how research and evaluation inform the EIF, how schools can be informed by research and a specific theme in the EIF around emotional wellbeing. Daniel is also able to discuss the role of Ofsted in the autumn term 2020 and its collaborative role in understanding and supporting SEND.


Timeline (mins):

00:00 – 02:25 Introduction

02:26 Daniel, tell me a bit more about yourself – what is your background in educational research, and what was attractive about the Research and Evaluation role for Ofsted?

05:18 So why and how does Ofsted use research?

07:59 What is your perspective on how schools use research and evidence to inform leadership and practice?

11:21 Tell me a little bit more about Ofsted and the focus on emotional wellbeing and why this is so important at the moment

Current situation:

14:39 What has been Ofsted’s response to school closures? What is Ofsted’s role likely to be over the next 12 months?

17:30 Can you tell us a bit more about the HMCI SEND Commentary published 9 July 2020 and your role with SEND?

Jim can be found on Twitter   @jimrogers72 

NQT, ITT, ECT Support and Reducing Workload Resources

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NQT support

The DfE NQT support webpage has been published and can be found here: (please share with TS in your region).

While the DfE were not able to incorporate all the details form the feedback they received,  the comments were welcomed and steered the direction of the webpage throughout the development process. 

“In your roles as providers, you have already been supporting your trainees to transition to NQT and will now be able to make them, and the schools where they will be doing their NQT induction, aware of this webpage. When sharing the link, we would encourage you and your networks to add your own, more detailed reflections on best practice for supporting NQTs, particularly for specific phases, subjects and age ranges.”

The NQT alert on Teacher Vacancies Service has also gone live today, this service will provide NQTs with alerts to vacancies which are suitable for NQTs in the locations and subject/phase they specify. Please could you notify your members of the service (linked below) so they can pass it on to any trainees that are still looking for jobs.


ITT case studies

Please find attached some helpful case studies that have been put together by a number of sector led groups, including TSC,  to support ITT providers next year. As it says from the outset, this is for the sector from the sector. It is helpful to see that others were doing similar things in response to some of the challenges that lie ahead. Equally, TSC is very aware that others have had less confidence and will welcome this document in order to guide their work over the summer. Thank you to those of you who were able to contribute. Please do distribute far and wide across your networks.


ECT support

In light of disruptions to ITT this year, the DfE recently announced extra support for early career teachers starting this autumn: 

  • Schools in the North East, Bradford, Doncaster and Greater Manchester can sign up to an early roll-out of the Early Career Framework reforms: a 2-year programme of development and support. 
  • Recognising that all new teachers have had their training disrupted, the DfE will make a 1-year funded offer of support available to up to 3,000 early career teachers working in schools outside of the early rollout areas from this autumn, with a focus on those serving disadvantaged communitiesThey will also publish the ‘Core Induction Programme’ in September 2020, a year ahead of schedule – resources and tools for delivering early career development, which will be available to all schools ahead of national roll-out next year.

Find more information about this support on GOV.UK.

Reducing Workload

The Education Development Trust report of the workload reduction project managed through the commission with the TSC has been published. 

This innovative approach found that workload was a statistically significant reduction in teacher workload, and statistically significant improvements in teacher wellbeing and pupil outcomes. In nearly all of the individual projects, pupil outcomes either remained constant or improved. The project schools described the project as ‘rejuvenating’, ‘rewarding’, ‘motivating’, and ‘inspiring’.”


Collection: is the general workload reduction page. The report appears under the research section.)




Oak National Academy launches curriculum plans for 2020/21 with a series of webinars

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Oak’s plan of lessons for the next academic year have been released so schools can consider if and hoOak Academy Learning Resourcesw they want to use the resources from September.

More than 5,000 teachers and school leaders heard how to make the most of Oak’s curriculum plan in webinars for the primary, secondary and specialist sectors held last week. You can watch the webinars online to understand how schools might complement their existing plans.

Oak’s free, optional resources will be available throughout the next academic year to help schools provide as seamless transition as possible between teaching pupils in school and at home. Wherever possible teachers will be able to download and edit materials to support planning.

Nearly 10,000 lessons will be published by the end of August. Oak’s 40 subject leaders collaborated with teachers, subject associations and curriculum experts to create an inclusive and flexible curriculum.

Matt Hood, Principal of Oak National Academy, said:

“We know next year is uncertain and challenging. We're listening to what schools need to try and play a small part in supporting them.

“We want to be there as an optional contingency plan and make any transition between in-school and remote teaching as seamless as possible.

“Our team of teachers are recording nearly 10,000 lessons ahead of September.  Teachers will then be able to re-order, download and edit our resources, to make sure they support schools' own plans.

“We've been delighted with the initial response, with over 5,000 teachers joining our webinars last week.”

TSC SW Podcast #9 : Dr. Jim Rogers and Dr. Mark Rickinson on research use in education

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Mark Rickinson is an Associate Professor in the Faculty of Education at Monash University in Melbourne, Australia. Mark’s work is focused on improving the use and usefulness of educational research in policy and practice. He is currently leading The Monash Q Project (Quality Use of Evidence Driving Quality Education), a new 5-year initiative with the Paul Ramsay Foundation to improve the use of research evidence in Australian schools. Further information: @MonashQProject; @mark_rickinson

Mark, originally from the UK, moved to Australia with his young family to take up the Associate Professor role at Monash. A keen triathlete, Jim and Mark regularly talk about the challenges of leadership, parenthood, sport (as we age!) and wellbeing. In this podcast they explore the place of research in informing the teaching profession, the challenges of leading large and complex projects and the importance of wellbeing.

Timeline (mins):

00:00 – 03:27 Introduction

1: Mark - tell me a bit more about yourself, your background and current role and your research/projects

06:05     2. I am interested in exploring whether teaching should be an evidence and research-informed profession, what are our thoughts on this? 

08:48    3. Can you provide some examples to illustrate this?

14:40    4. What are the opportunities and challenges of accessing research to inform practice? What advice can you give busy teachers on how to best engage with research?

21:47    5. I know you have worked with teachers as teacher-researchers. What advice can you give teachers who are embarking on some form of research enquiry as part of their professional development or performance management?

28:55    6. Last question. We talk a lot about wellbeing and managing high-pressure roles. What tips or advice would you give a professional on managing their wellbeing?

Additional Resources

The Monash Q Project Using Evidence Better Dylan Wiliam: Teaching not a research-based profession Cal Newport: Deep Work Anders Eriksson: Deliberate Practice Sian Williams: The Science of Resilience

Jim can be found on Twitter   @jimrogers72