Tribal Group Blog

Tribal Group Blog

Recent Posts

What does quality mean in primary education?

Posted by Nicola Morris on October 8, 2018

I am sure this is a question that many school leaders have asked themselves over the years. The oxford English Dictionary defines quality as: 

the standard of something as measured against other things of a similar kind; the degree of excellence of somethinga distinctive attribute or characteristic possessed by someone or something’

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Topics: Schools & Early Years, Quality Mark

School Improvement –supporting learning through peer massage

Posted by Glynis Rabin on October 1, 2018

What is peer massage?

Peer massage is a simple 15-minute massage routine used in schools from 36 countries to promote a wide-ranging set of benefits in all phases of learning. It aims to promote the wellbeing of children, as nurturing touch is a basic need and can help children develop into healthy, well-balanced young people. Children really enjoy it, every child in the class gets to experience a positive and nurturing touch which prepares them for learning.

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Topics: Schools & Early Years, Quality Mark

Applying your professional curiosity to influence academic progress in students

Posted by John Ubsdell on September 24, 2018

Applying your professional curiosity to influence academic progress in students

 

Worcestershire safeguarding.org defines ‘professional curiosity’ as ‘looking, listening, asking direct questions, checking out and reflecting on information whether from data, verbal communication or observational.’ In other words, it's about triangulating information from different sources to get a better understanding of it, rather than taking a single source of information and accepting it at face value.

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Topics: Schools & Early Years, Quality Mark

Promoting pupil voice to enhance trust, responsibility and pupil progression.

Posted by Chris Barsby on September 17, 2018

Holy Trinity is a CE Primary School in Rochdale. The headteacher, Mark Kenyon, has a strong educational philosophy which he has shared very effectively with children, parents, staff and governors.  His approach is very child-centred and he believes very strongly that children should be listened to so that their needs are met, and they have opportunities to excel in as many of the areas of the curriculum as possible. 

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Topics: Schools & Early Years, Quality Mark

Five steps to embed a culture of continuous improvement in early years settings

Posted by Lorna Dick on June 18, 2018

Five steps to embed a culture of continuous improvement in early years settings

 

High quality early years provision has a positive impact on the daily lives of young children, and in their longer-term learning and achievements. The wealth of research substantiating this statement is well known to those who work in the early years sector.  

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Topics: Schools & Early Years, Quality Mark

Eliminating the vocabulary gap across all phases of schooling

Posted by Angela Taylor on June 15, 2018

Eliminating the vocabulary gap across all phases of schooling

 

Two new publications this year have once again highlighted the impact of a limited vocabulary on the achievement of a child: ‘Why Closing the Word Gap Matters” an Oxford Language Report and ‘Closing the Vocabulary Gap’ by Alex Quigley.

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Topics: Schools & Early Years, Quality Mark

Improving classroom behaviour: understanding sensory processing disorders

Posted by Jan Daines on December 11, 2017

Improving classroom behaviour: understanding sensory processing disorders

 

It’s always gratifying to be in the right place at the right time – especially when, as a result, you learn something so significant that it colours the way that you perceive things from then on. Such was the time when I first became aware of sensory processing disorders. Through an extended conversation with an occupational therapist, I began to understand that it is possible that many of the challenging behaviours that we see in schools have a sensory processing root.

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Topics: Schools & Early Years, Quality Mark

Getting the most out of your performance review: coaching tips for headteachers

Posted by Nadine Powrie on December 6, 2017

Getting the most out of your performance review: coaching tips for headteachers

 

When I’m working on performance management with groups of educationalists in the UK or around the world, I ask two questions. The first is, ‘Who had a performance review last year?’ This usually will result in most hands going up. I then follow up by asking, ‘Who had a really positive experience in that performance review?’ Only a few hands will go up. What can you do to make performance management a positive experience for you?

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Topics: Schools & Early Years, Quality Mark