Coronavirus: what we know about online learning - primary
Information for NEU members working in primary schools on providing education to students at home, as they would when they are in the classroom.
The Full Story: introduction
Promoting disability inclusion through reading
The Full Story: Chapter books and non-fiction
Chapter books and non-fiction suitable for KS2 readers of varying confidence that feature Disabled characters.
The Full Story: Exploring the social model
Including Disabled people by making positive changes is more beneficial than simply focusing on negative aspects of their experience.
The Full Story: Disabled protagonists
Characters in these books are not primarily defined by their impairments but by their interests and aspirations.
The Full Story: Multi-character stories
Disability is one experience amongst many others and it doesn’t need to be remarked upon or prevent us from joining in.
The Full Story: Focusing on diversity
Children’s books that highlight and celebrate our differences – as well as the many things we have in common.
The Full Story: Books for young children
Four titles for the very young that feature Disabled characters with different degrees of prominence.
The Full Story
Promoting disability inclusion through reading. Include every child and make sure every child sees themselves, their families and friends represented positively in their school.
Step 12 - remote education during wider opening
Questions for reps to ask
Step 11 - planning what to teach and how
Questions for reps to ask
Step 10 – managing pupil and staff wellbeing and mental health
Questions for reps to ask
Steps 8 & 9 - communicating with staff and parents
Questions for reps to ask
Step 7 – changes to routines for staff and pupils
Questions for reps to ask
Step 6 - external support for SEND and behaviour
Questions for reps to ask
Step 5 – practical steps to reduce risk
Questions for reps to ask
Step 4 – creating and staffing your temporary teaching groups
Questions for reps to ask
Step 3 - familiarise yourself with the maximum safe group size
Questions for reps to ask
Step 2 - reviewing staff for availability in school
Questions for reps to ask
Step 1 - preparing the site
Questions for reps to ask
Primary and Early Years assessment
The Covid-19 pandemic has further highlighted the flaws in our primary assessment system that fails to put children first.
Blog
The awkward truth about primary progress measures
The new primary progress measures aren't fairer for children and don’t add up for schools. Anne Heavey explains why.
Press release
Phonic checks back in Autumn
Education Secretary confirms phonic checks to resume in Autumn term
DfE on Primary Assessment
Teachers require an assurance that the results of key stage 2 tests in 2021, which cannot possibly be a measure of the quality of a school, will not be used as a measure of accountability.
Phonics research
More Than a Score research on Phonics
NAHT: Cancellation of SATs 2021
We welcome the NAHT stand. Teachers and headteachers are now united in their call for cancellation: the Government should listen. Statutory assessment in 2020/1 serves no useful purpose.
Covid-19 impact on primary schools
UCL research into impact of COVID-19 on primary schools
Coronavirus - flexibility for primary schools
Department for Education to encourage head teachers to invite back more primary pupils before summer
Baseline assessment to become statutory in September
The DfE has satisfied itself about the technical validity of the tests, but is completely incurious about the effects of Baseline Assessment on the educational experience of four year-olds.
Capita and Primary School Tests
Capita is set to make a vast profit at the expense of young primary children’s mental health and well-being, after the award of a £109 million contract by the government, says the NEU.