23. Diversity, equality, and inclusion terminology

No matter how diverse your school community is, it is vital that everyone feels included and heard. To practice diversity, equality, and inclusion, it is beneficial to facilitate conversations that cultivate understanding. Sometimes, staff are not sure which terminology to use and this can inhibit them from sharing their views.

In this staff meeting starter, staff are encouraged to consider their knowledge and understanding of the language around diversity, equality, and inclusion.

Linked resources

In the resource bank you can access a range of documents relating to diversity, equality, and inclusion from an A-Z of DEI terminology to a DEI book list for children. You can also download a self-evaluation document for DEI. Simply type ‘diversity’ into the search box to access these resources.

22. The ‘hidden’ curriculum

In schools, pupils are taught the “formal” curriculum.  This curriculum is made up of courses, lessons, and other learning experiences, such as tests, quizzes, and assessments.  The curriculum is taught intentionally: teachers deliberately teach these skills and knowledge to students.

The Hidden Curriculum, however, is made up of the lessons and knowledge that pupils learn that are not part of the curriculum. This knowledge is taught – often unintentionally – alongside the other lessons. It is a set of unspoken or implicit rules and values that pupils learn while attending school. This could include respecting authority, having a work ethic, and the importance of punctuality.

This staff meeting starter encourages an examination of your school’s hidden curriculum and whether staff ‘walk the talk’.

21. Developing a reading culture

Educators know that reading is the gateway to all learning. Research shows that the will to read influences the skill and vice-versa. Worryingly, the National Literacy Trust reports the lowest levels of reading for pleasure since 2005, with boys and pupils on free school meals representing particular cause for concern. Reading for pleasure pedagogy needs careful planning, and, as with any area of the curriculum, it needs to be properly monitored and evaluated, not just at the year’s end with a quick survey.

This staff meeting starter encourages teaching staff to think about and discuss how evidence-based the school’s reading for pleasure approach is, and whether texts are relevant to pupils’ social, emotional, and cultural lives.

Linked resources

Premium subscribers can access a training module on Ofsted’s research review into English, specifically the aspects relating to reading. This module covers text complexity and progression in comprehension, effective pedagogy and the importance of literary knowledge. This video would be useful for primary reading/English leaders as well as any members of staff who teach reading.

20. Developing scientific vocabulary

Supporting primary pupils to develop scientific vocabulary can help them to actively participate in science learning and effectively communicate their understanding. However, scientific vocabulary can often be confusing and abstract, making it difficult for pupils to fully understand and use it. Even everyday words can suddenly have a new meaning when used in a science context. The Education Endowment Foundation found that explicitly teaching scientific vocabulary is a useful strategy to help pupils learn.

This staff meeting starter encourages discussion about how effectively the planning and implementation of your science curriculum ensures pupils acquire the vocabulary needed to learn science.

Linked resources

Premium subscribers can access a number of training modules linked to this staff meeting starter.

Effective vocabulary instruction

Effective vocabulary instruction explains how to teach vocabulary, sharing a wide range of practical examples which can be used throughout primary school.

Explicit, Teacher-Led Instruction

In this training module we explain and demonstrate the strategy of explicit, teacher-led instruction, which is the best method to use when teaching pupils brand new material, strategies or concepts.

Science research review

In the science research review we share the key elements from Ofsted’s research including what it means to get better at science; the products, practices, uses and significance of science; curriculum progression of substantive and disciplinary knowledge; and the development of practical work.

19. Being an emotionally intelligent teacher

Emotional intelligence is the ability to perceive, interpret, demonstrate, control, evaluate, and use emotions to communicate with and relate to others effectively and constructively. This ability to express and control emotions is essential, but so is the ability to understand, interpret, and respond to the emotions of others. Some experts suggest that emotional intelligence is more important than IQ for success in life. As educators, we are in a unique position as we have a lot of influence over our classroom’s emotional environment. Do we make the most of this and what it can tell us about our learners?

This staff meeting starter encourages reflection and discussion about the impact on pupils of using our emotional intelligence in the classroom.

18. Reducing cognitive load

Many staff now understand what cognitive load is and how it can negatively impact learners if it is not well managed. A strategy known as ‘simple to complex sequencing’ helps learners to reduce the cognitive load of a task through faded scaffolding. Moving through activities sequentially could reduce intrinsic load, as learners will have already mastered some of the knowledge they need to work out a solution in an earlier skill stage. 

This staff meeting starter encourages teaching staff to think about how mindful they are of cognitive load when planning and delivering lessons.

Linked resources

Premium subscribers can access a training module about the importance of cognitive load in the classroom. During this training module we explain what cognitive load is and how we can use this knowledge to help pupils deepen their understanding and retain information. We explain the three types of cognitive load and how to use this information when creating resources and delivering lessons.

17. Do we have a strong safeguarding culture?

Culture is often described as something which is intangible, that said a visitor, or a prospective parent can walk into an educational setting and know immediately whether they want to be there or not. The same applies to the pupils and the staff. They will tell you that they can ‘feel’ the culture.

Each settings’ particular safeguarding culture will look slightly different – it is not possible to simply work through a list and achieve an effective safeguarding culture.

This staff meeting starter encourages staff to consider how strong the school’s safeguarding culture is and how potentially conflicting cultural styles of safeguarding and learning are managed within the school.

16. Explicitly teaching listening skills

According to one estimate, humans typically ‘spend 70 to 80 percent of our waking hours in some form of communication. Of that time, we spend about 9 percent writing, 16 percent reading, 30 percent speaking, and 45 percent listening.’

Despite this, listening has historically received the least attention by teachers and researchers. Perhaps the main reason for this is that listening is invisible – it leaves no paper trail and cannot be detected or recorded in the way that speaking can.

This staff meeting starter encourages discussion about how well listening skills are taught.

15. Is attendance everybody’s business?

Despite the importance of being in school following the pandemic, school absence rates have become stuck at crisis levels. Last year, over 1 in 5 children were persistently absent, meaning they missed on average at least a day a fortnight in school. The Children’s Commissioner’s attendance audit found that reasons for school absences are complex, from disengagement in education by pupils and families to young carers struggling to manage the many demands on them.

This staff meeting starter, staff are encouraged to consider whether attendance is everybody’s business in school.

Linked resources

In the resource bank you can access a self-evaluation form for managing and improving attendance which will help you to audit and review how attendance is managed in your school.

14. The danger of using praise in feedback

Various research studies, including those by Hattie and Timperley, Wiliams, and Dweck, have shown that feedback focused on praise is the least effective, but often the one most used by teachers. Carol Dwek found that pupils who received praise were less likely to challenge themselves to more difficult tasks and risk failure, and thereby kept looking smart. However, feedback on strategies used in an activity meant pupils were more likely to come up with workable solutions. Those who received feedback on their effort, reported greater enjoyment – even after failure – than pupils who were praised on a task.

This staff meeting starter encourages a discussion about the types and impact of feedback given to pupils in your school.

Linked resources

In the resource bank you will find a number of resources to support the use of effective feedback. Go to the resource bank page and type ‘feedback’ in the search bar.