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Excellence for All: A Gifted and Talented approach to whole-school improvement

This Excellence for All guidance explores the characteristics of successful G+T learners and considers how those characteristics can be developed in under-achieving or potential G+T pupils, particularly those from a disadvantaged background. Ref: 01019-2009PDF-EN-02 Publication date: December 2009

Narrowing the Gaps: from data analysis to impact – A practical guide

A resource for senior and middle leaders in primary and secondary schools. It builds on the National Strategies’ publication Narrowing the Gaps: from data analysis to impact – the golden thread (Ref: 00792-2009PDF-EN-01) and offers data workshops providing staff development materials that can be used to shape whole-school training, dedicated sessions for middle leaders and cross-phase workshops for families of schools. Ref: 00912-2009PDF-EN-07 Publication date: November 2009

Moving on in mathematics: Narrowing the Gaps

This publication sets out ways to help primary schools to be more successful in narrowing the gaps in attainment in mathematics. Ref: 01082-2009BKT-EN Publication date: January 2010

Building Futures: Developing trust – A focus on provision for children from Gypsy, Roma and Traveller backgrounds in the Early Years Foundation Stage

This guidance invites practitioners across the whole range of Early Years Foundation Stage (EYFS) settings to reflect on the quality of their provision for Gypsy, Roma and Traveller (GRT) children and their families. Ref: 00741-2009BKT-EN Publication date: September 2009

Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: CPD modules

This area is designed for use as part of a whole-school approach to raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils.

Module 1: Leadership and management

This module supports senior leaders in identifying key priorities for action in raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils in secondary schools.
Module 2: Making effective use of data

This module supports schools to make effective use of their ethnicity data in order to raise attainment. This section is to further strengthen the understanding of issues related to raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils in secondary schools.
Module 3: Engaging pupil voice

The objective of this module is to support schools to review their current practice in terms of canvassing pupils' views and considers actions to develop further the participation of Pakistani, Bangladeshi, Somali and Turkish heritage pupils.
Module 4: Curriculum, learning and teaching

This module supports schools to develop practice which will address some of the barriers to learning for Pakistani, Bangladeshi, Somali and Turkish heritage pupils in the classroom.
Module 5: Engaging parents and community

This module enables a school to review its current practice and explore strategies for active parental and community engagement to inform its own development plans.
Module 6: Developing an inclusive ethos

This module provides an opportunity to explore aspects of developing an inclusive ethos.

Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: Guidance booklet

This booklet is intended to be used with the Management guide booklet to support school senior leaders in developing a strategic approach to raising the attainment of the pupils of Pakistani, Bangladeshi, Somali and Turkish heritage pupils in their schools. Ref: 00043-2008BKT-EN Publication date: July 2008

New Arrivals Excellence Programme: CPD Modules

Information on CPD modules which have been developed to enable local authorities and school leaders to focus training with school staff on meeting the needs of new arrivals in areas or schools where there is little experience of working with such pupils. Ref: 00041-2008DOM-EN Publication date: March 2008

Building Futures: Believing in children – A focus on provision for Black children in the Early Years Foundation Stage

This guidance invites all practitioners to reflect on the quality of their provision for children of Black African and Black Caribbean heritage or any mixed Black background. Ref: 00008 2009 Publication date: January 2009

Supporting children learning English as an additional language: Guidance for practitioners in the Early Years Foundation Stage

Advice and guidance booklet drawn from existing good practice developed by practitioners working with babies and young children whose families have a home language other than English. Ref: 00683-2007BKT-EN Publication date: October 2007

New Arrivals Excellence Programme (NAEP)

Introduction to the New Arrivals Excellence Programme focussing on effective processes for welcome and induction, initial pupil assessment, support systems and classroom intervention.

Key resources

Excellence for All: A Gifted and Talented approach to whole-school improvement

Narrowing the Gaps: from data analysis to impact – A practical guide

Moving on in mathematics: Narrowing the Gaps

Building Futures: Developing trust – A focus on provision for children from Gypsy, Roma and Traveller backgrounds in the Early Years Foundation Stage

Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: CPD modules

Module 1: Leadership and management

Module 2: Making effective use of data

Module 3: Engaging pupil voice

Module 4: Curriculum, learning and teaching

Module 5: Engaging parents and community

Module 6: Developing an inclusive ethos

Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: Guidance booklet

New Arrivals Excellence Programme: CPD Modules

Building Futures: Believing in children – A focus on provision for Black children in the Early Years Foundation Stage

Supporting children learning English as an additional language: Guidance for practitioners in the Early Years Foundation Stage

New Arrivals Excellence Programme (NAEP)

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