Tribal Group Blog

Tribal Group Blog

Recent Posts

How to reasonably and accurately assess pupils’ learning gaps and their confidence to learn

Posted by Margaret Griffith on June 16, 2021

In 2020, due to Covid-19, Primary Assessment, how we plan it, administer it and the knowledge we take from it about our pupils was turned ‘upside down’.

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Topics: Schools & Early Years, Quality Mark, Blog

Adapting approaches to assess the quality of remote learning in FE

Posted by Jonny Diamond on June 7, 2021

How colleges can adapt their approaches to assess quality of remote learning – a look at a successful strategy providing benefits now, that can be taken forwards into the next academic year

In this article, we explore the successful strategies employed at Leeds City College, part of the Luminate Education Group, to quality assure remote provision and inform future decisions about how the curriculum is delivered for maximum impact.

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Topics: Further Education, Quality Mark, Blog

Getting your 2021 TAG process right

Posted by Mat Kirby on May 4, 2021

Leeds City College’s successful CAG process in 2020 resulted in just 24 appeals out of 29,000 qualifications, of which just 6 were upheld. In this article, Head of English and Maths, Jonny Diamond, and Director Quality of Education, Carol Layall, discuss how they achieved that, and consider the lessons learned to inform the 2021 TAG process.

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Topics: Further Education, Quality Mark, Blog

10 features of highly effective remote learning provision

Posted by Cliff Mainey on April 22, 2021

The COVID-19 pandemic has resulted in significant disruption to our education system - on the one hand, it has turbo-charged the development of remote learning solutions; but on the other hand, it has presented many new challenges and dramatically shaken up the way our children are taught.

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Topics: Schools & Early Years, Quality Mark, Blog, Remote learning

Improving English and mathematics planning and intervention for all groups of pupils

Posted by Karen Simpson on December 7, 2020

Improving and then maintaining school improvement at any time is challenging; no one can deny that this is even more so during the current pandemic. Our own experiences as school leaders, and recent research (e.g. Education Endowment Fund), has evidenced the negative impact of the lockdown on the progress of all pupils, with our most vulnerable being in an even more disadvantaged position.

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Topics: Schools & Early Years, Quality Mark, Blog

Creative curriculum to further develop children’s reading, writing and mathematical skills

Posted by Margaret Griffith on November 17, 2020

I feel quite sure the main issue at the forefront of the minds of all primary educators, after the difficult, enforced absence from the classroom for the majority of our pupils, is how we can now maximise and improve children’s performance across all aspects of English and mathematics.

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Topics: Schools & Early Years, Quality Mark, Blog

How Schools are continuing to improve quality in this academic year

Posted by Tribal Group on September 10, 2020

Times might be challenging for school leaders right now, but it seems many are forging ahead with their commitment to continuous quality improvement, and giving their schools reason to celebrate at the beginning of the academic year.

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Topics: Schools & Early Years, Quality Mark

The Strategic SENCo at the Heart of School Improvement

Posted by Bonnie Maslin on April 25, 2019

Weedon (2018) describes the SENCo as ‘being at the confluence of an ever-increasing barrage of expectations and demands’. Shrinking SEN budgets, increasingly complex pupil needs, and a profession at near crisis point in terms of recruitment and retention, sets a bleak scene in which to support some of our most vulnerable learners. As a busy SENCo (often juggling other roles in school too) it can feel impossible to be ‘something to everyone’. So what is it that makes highly effective leadership of provision for pupils with SEN? 

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Topics: Schools & Early Years, Quality Mark, Blog

Using Maslow to support a calmer classroom

Posted by Janev Mehmet on April 15, 2019

There is often the notion that challenging behaviour in class interferes with teaching and therefore it is the child or young person at fault. However in reality, the misbehaviour of some pupils is often a camouflage to hide a whole host of other challenges that the child or young person may be experiencing in class, like, for example speech and language difficulties that prevent communication or writing.

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Topics: Schools & Early Years, Quality Mark, Blog

Our day at Westoe Primary School

Posted by Lauren Hancox on October 22, 2018

Let me paint a picture for you. You walk into the playground at Westoe Crown Primary School in South Tyneside and you're greeted with a wash of smiles from pupils and teachers alike. The head teacher, Mr Steve Price, knows the name of every single pupil (all 700 of them), and the love the children have for him is abundantly clear. Everyone was so happy and it was only 08:00 am. 

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Topics: Schools & Early Years, Quality Mark