33. Art: Intellectually challenging, creatively demanding

The art and design curriculum in schools should set out how pupils can ‘get better’ at the subject. Pupils develop practical knowledge of how to create art, craft and design and also acquire disciplinary knowledge of the concept of art itself, such as the ways it is judged, valued and evaluated.

In this staff meeting starter, staff will be encouraged to discuss how pupils make progress in the school’s art curriculum as they move through early years, key stage one and key stage two.

Linked resources

Premium subscribers can access a training module where we take you through Ofsted’s research review into art. In the video we explore the practical, theoretical and disciplinary knowledge with a specific focus on drawing. We also consider the foundational art knowledge needed before pupils start the Year 1 curriculum.

32. ADHD – celebrating the strengths

ADHD is a ‘neurodevelopmental condition’, one of a collection of conditions that come under the term neurodiversity. This term recognises that the variations and differences in the human brain are normal, rather than ‘deficits’. As we increase our understanding of the benefits that ADHD can bring, such as hyperfocus, we can capitalise on them and improve the way pupils with ADHD are taught.

In this staff meeting starter, staff are encouraged to discuss how well teaching strategies are adapted to meet the needs of pupils with ADHD.

31. Promoting fundamental British values

Sometimes, the teaching of British values is ad hoc and does not provide pupils with the opportunity to engage in debate about controversial or sensitive issues. Teachers and leaders worry that by talking about an issue they might make the situation worse or introduce negative attitudes where they didn’t previously exist. However, our pupils do not live in a bubble and need to discuss issues in a safe supportive environment.

This staff meeting starter opens up the opportunity for staff to consider how well the school’s curriculum prepares pupils for life in modern Britain.

30. Building a questioning culture

Barak Rosenshine asserts that the most effective teachers ask pupils to explain the process they used to answer the question, to explain how the answer was found. Strategies such as this are one way to build a questioning culture.  However, not all questions asked by teachers may be effective, lead to action, or to a correct response. Therefore, for teachers, question design is crucial.

This staff meeting starter encourages staff to consider the impact of the questions they ask their pupils.

Linked resources

Premium subscribers can access our training module ‘Embedding formative assessment’ which explains a range of questioning techniques such as hinge questions, cold calling and ‘think, pair, share’. Remember to look at the video chapters to select the exact point in the video that the questioning techniques begin.

29. Evidence informed school culture and practice

Research evidence helps us make better decisions. It is an invaluable source of expertise itself and can help us to understand what has worked, where, why, and for whom. However, many teaching staff do not feel confident in engaging with research directly and they are unlikely to be convinced by research evidence on its own. One reason for this is that external research evidence could challenge teachers’ beliefs about their practice, and a realisation that change is needed… and no-one likes change!

This staff meeting starter encourages discussion about staff’s attitudes towards research and how well it is used in their practice.

28. Taking care of yourself

Teaching is an amazing profession that provides achievements and exhaustion in equal measures. Whilst there are undoubtably a host of rewards, the jobs list can appear endless, and there are many demands on our time. Many teaching staff try to save rest and relaxation time until the weekend – or worse still, school holidays – which could lead to exhaustion or total burnout. We need to take responsibility for our self-care to ensure our wellbeing remains at a good level, enabling us to be resilient and bounce back if difficulties arise.

This staff meeting starter encourages staff to share tips and ideas for self-care and managing time and workload.

Linked resources

In our training module on managing your workload, we share a range of strategies to assist you in managing your workload effectively and efficiently. You will be encouraged to complete the wellbeing wheel and consider using the A B C of stress management to help you manage your workload and know when to ask for support. Premium subscribers can access this training module from the ‘self optimisation’ page.

27. Challenges teaching languages

Research evidence finds that there is great variation in primary language provision across the country and that a number of factors continue to impede the development of coherent provision of language teaching. These challenges include time allocation, teacher subject knowledge and language proficiency, and limited access to professional development. This leads to inequity of opportunity for primary pupils across the country.

This staff meeting starter encourages discussion about how well pupils are taught modern foreign languages.

Linked resources

Premium subscribers can access a training module where we take you through Ofsted’s research review into modern foreign languages. In the video we focus on the three pillars of progression – phonics, vocabulary, grammar – and why is is important to carefully sequence curriculum content.

26. Historical enquiry, argument and interpretation

Historical argument is a particular form of knowledge construction. It is distinct from simply guessing or having a point of view. Sometimes we allow pupils to ‘form their own interpretations’ or we conflate historical significance with ‘impact’. However, pupils need to learn the various ways historians construct arguments and accounts about the past, as his enables them to engage meaningfully with historical enquiry.

In this staff meeting starter, teachers are encouraged to think about how effectively pupils are taught historical enquiry knowledge and skills.

Linked resources

Premium subscribers can access a training module where we take you through Ofsted’s research review into history. In the video we focus on how to prioritise the content of your history curriculum. We also explore the meaning of substantive concepts in history, and the importance of developing a secure chronological understanding. 

25. Metacognition, motivation and mindsets

Having a growth mindset requires you to be in the present and in the moment. The same goes for metacognition. If you are dwelling on the past or focusing on the future, your attention becomes diverted and you cannot think in the moment about what knowledge you have not yet acquired or what skill you cannot do yet. To focus on learning requires self-regulation, which most pupils need to be taught, so they can manage their emotions and be metacognitive.

This staff meeting starter encourages staff to explore how well growth mindset and self-regulation are taught and embedded.

Linked resources

Premium subscribers can access two training module about metacognition. In ‘Why metacognition matters’ we explore our own metacognitive skills and then apply this knowledge in the context of primary school pupils. In the training module ‘Using metacognition in the classroom’ we explain how metacognitive strategies can be embedded into your classroom practice, sharing examples for reading, writing, maths, and science as well as strategies you can use in any curriculum subject. Visit the training module page and type metacognition in the search bar.

24. Flexible grouping

Research suggests that streaming or fixed groupings can be detrimental to some pupils’ learning and may have longer term negative effects on attitudes and engagement with education. However, allocating pupils to groups flexibly, based on the individual needs that they currently share with other pupils, has a more positive effect. Flexible grouping can lead to faster, better, and deeper learning, without the danger of pigeonholing pupils.

This staff meeting starter encourages discussion about how effectively staff use flexible grouping to adapt their teaching to meet the needs of all pupils.

Linked resources

Flexible grouping features in our training module on adaptive teaching. Premium subscribers can access this training module from the ‘teaching strategies’ page.