91. High challenge, low threat

Education adviser Mary Myatt champions the principle of “high challenge, low threat,” where learners are stretched to think deeply in a culture of trust and respect. Challenge is essential for growth, but fear undermines thinking and creativity. Myatt argues that learners thrive when:

• expectations are high but relationships are humane
• mistakes are treated as part of learning
• feedback focuses on improvement, not blame

In such environments, curiosity and courage replace anxiety. The goal is clear: combine rigour with kindness so everyone feels safe to take risks and achieve more.

This staff meeting starter encourages staff to consider how they use challenge as opportunities for learning and improvement to create an environment where pupils are willing to stretch themselves and learn from their mistakes.

90. Using Brookfield lenses for teacher growth

Brookfield’s four lenses provide a powerful framework for teacher reflection, helping educators critically examine their practice and grow professionally. The lenses encourage teachers to view their teaching from multiple perspectives: their own experience, the eyes of their students, colleagues’ perceptions, and the lens of educational theory.

By reflecting through these different angles, teachers can identify what’s working well, uncover blind spots, and explore new approaches to teaching and learning. For example, seeing a lesson through pupils’ eyes can reveal whether explanations are clear or tasks engaging, while colleagues’ feedback can highlight overlooked strengths or areas for development. Drawing on educational theory helps connect practice to research, ensuring decisions are informed and purposeful.

This staff meeting starter provides opportunity for staff to discuss using these four lenses to engage in a more comprehensive and critical analysis of their teaching, leading to more effective and impactful instruction. 

89. Learner engagement

Engaged pupils are focused, motivated, and eager to participate. The more engaged a pupil is in the primary school classroom, the more they absorb, learn and retain. Engagement also supports better behaviour, as children who feel interested and valued are less likely to be distracted or disengaged.

Beyond academic outcomes, engaged learners build confidence, resilience and a sense of ownership over their learning — essential skills for lifelong success. In short, an engaged classroom is one where children don’t just learn more — they enjoy learning more.

This staff meeting starter encourages staff to consider the engagement of pupils in their classrooms and discuss strategies they employ to optimise learner engagement.

Linked resources

From our resource bank, premium subscribers can access a learner engagement self-evaluation and action plan document. This will help schools to audit and review learner engagement across the school to ensure school systems and curriculum are supporting and nurturing pupil motivation and involvement. To access this document, go to the resource bank and either select ‘self-evaluation’ as the document type, or type learner engagement in the search bar.

88. Metacognitive strategies

Metacognitive talk in a primary classroom involves pupils verbalising their thought processes while learning, helping them become more aware of and take control of their learning. This can be achieved through various strategies, including teachers modelling metacognitive thinking aloud, using prompts and questions that encourage reflection, and facilitating discussions where pupils share their approaches and strategies. 

By building these approaches into everyday teaching, staff can support pupils’ self-regulation, deepen their metacognitive awareness, and ultimately improve learning outcomes.

This staff meeting starter encourages staff to consider their use of metacognitive talk and strategies in the classroom to improve self-regulation, metacognition and cognition.

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.

87. Procedural, convergent, divergent, and evaluative questions

Effective questioning lies at the heart of great teaching. The types of questions we ask can either open doors for pupils’ thinking or limit their opportunities to engage more deeply with learning. 

In a classroom setting, procedural, convergent, and divergent questions are used to guide learning and assess understanding. Procedural questions focus on processes and steps, convergent questions have a limited range of correct answers, and divergent questions encourage multiple perspectives and creative thinking. 

This staff meeting starter encourages staff to consider the questions they ask and use on a day to day basis to ensure they meet the needs of teaching and learning for all.

86. EAL pedagogy

The combination of learning English alongside the curriculum are clear challenges for a pupils using English as an Additional Language (EAL). Both English communication skills and academic language must be secured to excel in school, both to make friends and thrive in the environment, as well as to access and learn from the curriculum. It is vital that we meet these needs to ensure pupils using EAL are able to thrive.

This staff meeting starter provides staff with the opportunity to discuss EAL provision and pedagogy in school to ensure it meets the needs of a diverse group of learners.

Linked resources

From our resource bank, premium subscribers can access and EAL provision self-evaluation document. This will help schools to audit and review the provision across school for pupils with English as an additional language to ensure systems and practices meet the needs of learners. To access this document, go to the resource bank and either select ‘self-evaluation’ as the document type, or type EAL provision in the search bar.

85. Effective classroom management

Effective classroom management involves building strong relationships with pupils, establishing clear and consistent expectations, using positive reinforcement for good behaviour, and creating a structured, engaging learning environment. Whilst we understand that creating a climate of respect in our classrooms stands teaching staff in good stead when managing behaviour, do we do so deliberately enough?

This staff meeting starter provides an opportunity for staff to discuss the proactive strategies they and the school employ to foster positive behaviour.

Linked resources

Premium subscribers can access two training modules about managing behaviour. These videos focus upon the effective use of rewards and sanctions as well as using routines to tackle ‘pinch points’. The importance of setting and maintaining high expectations for all pupils underpins both training modules. 

84. Decolonising the curriculum

Decolonising education first began as a movement in universities, both in the UK and across the world. At its heart, it’s about making sure that the stories we tell, the histories we teach, and the knowledge we share reflect a wide range of voices – including those of people who were once colonised or enslaved.

For us in primary schools, this means taking a closer look at the curriculum to ask: Whose voices are we hearing? Whose perspectives are missing? And how can we make learning richer and more inclusive for every child?

This staff meeting starter is designed to spark conversation. It gives us a chance to reflect together on how our school currently acknowledges the impact of colonialism, whether we are valuing and celebrating diverse perspectives, and how we can create meaningful opportunities for pupils to engage with the curriculum in a way that feels relevant, inclusive, and inspiring. 

83. A sense of belonging

To develop a sense of belonging in school, children and young people need to feel accepted and valued for who they are and to be offered a curriculum that feels relevant, meaningful, and accessible. Research shows that when pupils feel like they belong at school, they tend to be happier, more confident, and do better overall. This can really make a difference in how they handle changes and challenges and feel about themselves.

This staff meeting starter provides opportunities for staff to discuss how we can build a sense of belonging and inclusion which supports attainment, progress, behaviour and well-being.