Maths is a universal language, isn't it?

If it is then why might some of our children who are new to the country initially find it puzzling?

Help! My pupils just can't reason to problem solve

Are we expecting our children to learn to reason by osmosis?

KS2 SATs Reasoning; Re-presenting the problem

Finding the maths camouflaged by the information in a question.

Spelling: tracking back to move forward

Michelle Nicholson explores the importance of building links to prior learning to help close gaps in children’s spelling.

Detecting shaky learning and dealing with it

“Shaky learning” is often well hidden by pupils. Without getting to the root of the problem, you will only sticky plaster the cracks.

Analysis of 2019 KS2 Maths SATs Arithmetic paper (Part 2)

Helping schools think about how they might interpret the findings of the Arithmetic SATs paper outcomes, and how their findings might be translated...

Read it like you mean it!

A timely blog from our archives, reminding us that reading fluency has been high on our agenda for some time.

Analysis of 2019 KS2 Maths SATs Arithmetic paper (Part 1)

What can question level analysis tell you about the KS2 SATs and what is it hiding?

Writing that is going places: developing cohesion, chronology & control in Year 5

Jane Andrews and Martin Galway share insights from the development and trialling of a new writing intervention that focuses on developing confident,...

What do we mean when we talk about reading (and writing) fluency?

Martin Galway shares some of the key messages and content from his recent presentation on fluency at this 2019’s ResearchEd national conference.