The biggest mistake we make In many schools, GCSE outcomes are treated as a Key Stage 4 problem.When results are disappointing, the response is often:- More intervention- More revision sessions- More exam practiceBut by the time students reach Year 10 or 11, much of the gap is already set.GCSE outcomes are not built in KS4,ContinueContinue reading “Why KS3 is the Key to GCSE Success for Disadvantaged Students in History”
Tag Archives: Teacher Reflection
Literacy is the Real Barrier: Why Disadvantaged Students Struggle in History (and What We Can Do About It)
The Hidden Problem When we talk about the attainment gap, we often focus on:- effort- behaviour- attendance- interventionBut in History classrooms, the biggest barrier is often far simpler, and far less visible:Students cannot access the language of the subject.Until we address this, progress will always be limited. What the research tells us A consistent findingContinueContinue reading “Literacy is the Real Barrier: Why Disadvantaged Students Struggle in History (and What We Can Do About It)”
Why Most Pupil Premium Strategies Fail in the Classroom (and What Actually Works)
The uncomfortable truth Over a decade on from the introduction of the Pupil Premium, the attainment gap between disadvantaged students and their peers remains.Despite significant investment, no school system has consistently solved the problem. In fact, research suggests that while there have been periods of improvement, progress has been uneven and, in some cases, hasContinueContinue reading “Why Most Pupil Premium Strategies Fail in the Classroom (and What Actually Works)”
How We Raised Pupil Premium Attainment in History from 35% to 64%: A Whole-Department Model
Context When I joined my current school as Head of Department, outcomes for our students—many of whom come from disadvantaged backgrounds—were a concern. Around 60% of our cohort are Pupil Premium (PP), and attainment in my subject sat at 35% achieving Grade 4+.Three years later, that figure rose to 64%, with outcomes now sustained andContinueContinue reading “How We Raised Pupil Premium Attainment in History from 35% to 64%: A Whole-Department Model”
Has the Pupil Premium Actually Worked?
Over £2.5 billion is spent each year on the Pupil Premium.It is one of the most significant education policies of the last decade—designed to close the attainment gap between disadvantaged students and their peers. But after all this time, there’s a question we don’t ask often enough:Has it actually worked? The honest answer The PupilContinueContinue reading “Has the Pupil Premium Actually Worked?”
Becoming a Head of Department for the First Time: Leading People, Practice, and Purpose
Stepping into the role of Head of Department for the first time is a significant moment in a teacher’s career. It brings with it new responsibilities, new pressures, and a shift in professional identity. You are no longer only responsible for your own classroom, but for the quality of teaching, learning, and curriculum across aContinueContinue reading “Becoming a Head of Department for the First Time: Leading People, Practice, and Purpose”
Mentoring ECTs: Supporting Development, Building Confidence, and Sustaining Practice
Mentoring an Early Career Teacher is a significant professional responsibility. Unlike ITT mentoring, ECT mentoring sits at the intersection of development, accountability, and wellbeing. ECTs are qualified teachers with real responsibility for classes, but they are still developing the habits, confidence, and judgement that underpin effective practice.This post reflects on what matters most when mentoringContinueContinue reading “Mentoring ECTs: Supporting Development, Building Confidence, and Sustaining Practice”
Mentoring an ITT for the First Time: Responsibility, Support, and Professional Trust
Mentoring an Initial Teacher Training (ITT) trainee for the first time is both a privilege and a responsibility. It represents a shift from focusing solely on your own classroom practice to helping someone else begin their journey into the profession. For many mentors, it is also the first time they are asked to articulate whyContinueContinue reading “Mentoring an ITT for the First Time: Responsibility, Support, and Professional Trust”
Life After the ECF: Your First Year Without the Label
Finishing the Early Career Framework can feel like a milestone. On paper, you are no longer an Early Career Teacher. In practice, the first year after the ECF often comes with a mix of confidence, uncertainty, and a quiet sense that expectations have shifted again.This is a year of transition. You are more experienced, moreContinueContinue reading “Life After the ECF: Your First Year Without the Label”
ECT Year 2: Moving from Survival to Sustained Practice
The second year of the Early Career Framework can feel unexpectedly difficult. By this point, you are no longer brand new, yet you may not feel fully confident either. Expectations increase, support can feel less immediate, and the safety net of being “new” begins to lift.If Year 2 feels harder in some ways than YearContinueContinue reading “ECT Year 2: Moving from Survival to Sustained Practice”