Thoughts, musings, ideas and practical suggestions

Sharing something a little different…

Laura

As the new academic year begins, this feels like the perfect time to offer a pause for thought. New beginnings naturally make us look forward - new classes, new possibilities, perhaps even a few promises to ourselves about the kind of teacher we want to be this year. But looking forward can also be a good time to glance back.

Not just at the academic achievements, but at the pastoral ones too. The human, glimmering moments that take us back to exactly why we entered the profession in the first place.

Perhaps it was the child who finally put their hand up. The conversation at the classroom door that stayed with you. The lesson where everything just seemed to click, to flow. The pupil who surprised you - and perhaps surprised themselves.

These moments can easily disappear amongst data, deadlines and the relentless forward momentum of school life, but they matter. They become part of the foundations upon which we build our educational ethos.

I call them Glimmers.

Hywel

And I think I’d call many of them moments of Botheredness.

Botheredness® grew from a question that has followed me throughout my career: how do we create the conditions in which young people become genuinely bothered about their learning?

Not simply compliant, or busy, or even just ‘engaged’, but genuinely invested. Curious and willing to contribute something of themselves to what is happening.

What Laura’s beautiful idea of Glimmers reminds me of is that these moments are often already happening. As we look back over the year just gone, and forward into the one ahead, perhaps Botheredness isn’t always something we need to bolt onto our teaching. Sometimes the first job is simply to notice it. Building Botheredness is something I talk about all the time, and the term itself is a useful catch all for stuff good teachers do day in, day out.

When did the children lean forward? When did they start asking the questions rather than simply answering ours? When did a lesson seem to travel beyond the classroom? When did the learning begin to matter beyond completing the task?

And perhaps the most useful question of all: what did we do that helped make that possible?

This is one of the conversations the two of us have increasingly found ourselves having. Laura has been exploring Botheredness through her own classroom practice and through her writing about the small but significant Glimmers of education. Hywel has spent years developing Botheredness alongside children, teachers, schools and communities. The more we’ve talked, the more we’ve realised that we’re looking in the same direction.

So, we’re delighted to share that Laura is joining Hywel as a fellow advocate of Botheredness and all it stands for.

For us, this isn’t about creating another programme to deliver or a script to follow. It’s about thinking, noticing, experimenting and learning together. It’s about exploring what Botheredness looks like when it lives in the everyday reality of classrooms - and we’d like to invite you into that conversation too.

If your own practice and curriculum might benefit from a little more Botheredness this year, you don’t necessarily need another initiative. Perhaps you could simply begin by doing the noticing stuff.

For a week, keep a page in your notebook, a note on your phone or even a jar in the staffroom and capture those tiny moments when something seems to shift:

“Amira wouldn’t stop talking about the Romans at lunchtime.”

“Josh asked if he could take his writing home to finish it.”

“The class started arguing about whether the character had done the right thing.”

“A parent told me their child had been explaining our science lesson over dinner.”

Don’t evaluate them straight away. Just collect them. Then, at the end of the week, look again and ask: what was happening here?

Was there story? Choice? Mystery? Talk? Challenge? Belonging? A real audience? A problem worth solving?

Rather than beginning with “How can I make my lessons more engaging?”, we can begin with the evidence already sitting in front of us: when were they already bothered — and what can I learn from it?

There’s another small shift we can make too, and it’s one that sits at the heart of Botheredness: change the reason for needing the knowledge.

Take a perfectly reasonable curriculum instruction:

Explain evaporation.

Now give that knowledge somewhere human to live:

I’m a farmer and my crops are dying. Where has all my water gone?

Or instead of simply asking children to learn about electrical circuits:

The lighthouse has gone dark. There’s a ship approaching the rocks.

The knowledge hasn’t changed. The rigour hasn’t disappeared. But the learner’s relationship with that knowledge might have.

There is now a person, a place, a problem. Perhaps a story, a mystery, a consequence. There is a reason to want to know.

Same curriculum. Different reason to care.

And that, really, is where our collaboration begins. With Glimmers and Botheredness. With noticing what matters, trying to understand why it mattered and thinking about how we might create the conditions for more of it.

Moving forward, we are keen to explore our shared thoughts further. Exploring Botheredness in action - what it looks like, what we’re learning and how small changes to our stance and practice can create those moments when learning begins to matter.

We look forward to sharing stories, practical examples and, undoubtedly, a few Glimmers along the way. So…watch this space!

And, of course, we’d love to hear yours too.

As you step into this new academic year, perhaps there are two questions worth carrying with you:

When does the Glimmer, the Botheredness, the joy, show up? And what can I do to help it happen again and again?

Laura Spargo & Hywel Roberts
Glimmers × Botheredness®

Thoughts and musings

Over the weekend, I went on a wonderful family holiday to Whitby (if you have not been before, do add it to your list: Visit Whitby). I have mused further about the books which I didn’t read, the bookshops I was delighted to visit and the Star Party I attended over on LinkedIn. It was at this Star Party that a glimmer emerged. I mean, how could it not? Stood on a cliff, with the view of the historic Abbey fading away into the dimming light, the famous whale bones rising to our left and a faint moon starting its ascent into the night’s sky.

For a further visual representation, this was the sign advertising said Star Party, how could we not attend?

The free event was held by Whitby & District Astronomical Society, whose enthusiastic members had brought their impressive telescopes and stargazing equipment to share with those whose curiosity had been piqued. It was an enjoyable event, made all the more so by the depth of knowledge and authentic interest which was so palpable in each of the society’s members. So, of course, the question had to be asked!

“When did you become so interested in the stars and our solar system?”

The reply?

“When I was about 4, I was gifted a book…”

And here, the glimmer emerged.

It’s not a new thought I have had. Conversations between those who are involved in encouraging children and young people to want to read of course include the idea of interest. Yet, there are layers involved in this that are perhaps a little more niche and nuanced than they at first seem. As the new school year gets under way, it seemed a good time to explore these.

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Ideas and practical suggestions

So, what might need to be considered when we are thinking about how interests show up in children’s reading choices and motivations? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as prompts as you enter into conversations, and curate opportunities, for your pupils to read this year - in the classroom, and beyond!

1. How can we uncover interest?

I invite you to recollect the number of times you have taken your class, or perhaps your own children, to the library only to be met with the utterance, “I don’t know what to read.” Or perhaps even, “I don’t like any of these books.” And, let’s be honest, sometimes the choice presented to us in a bookshop or a library can be a little overwhelming.

There has been a lot of thought, particularly in recent years, about how spaces holding books are organised. I remember my first visit to my secondary school’s library. Having lessons on how to use the Dewey Decimal System. Feeling totally overwhelmed, especially as I felt that books and words were my friends and numbers were not. These numbers presented an initial barrier to me in being united with a new book. As a fan of organisation, I could of course see the merit in a classification approach which supported the navigation of a large library, and over time I softened to this. Yet, barriers can inadvertently exist in how books are presented to our children and young people. Spines forward, arranged in a system which supports a “tidy order” but does not perhaps nurture emerging interests or ‘tapestries of texts’ (a phrase coined by the Opening Doors team which I just adore).

• So, how can interest be uncovered in a deliberate engagement with our reading spaces?

  • Consider the visuals. This may take some stepping back and putting yourself into the position of those in your class or school. Is the reading space inviting? What makes it so? I have been so lucky to visit a number of schools (including Hallsville Primary School, who I have written a whole glimmer about) who are doing this marvellously! Some of the key, meaningful, touches I have noticed:

    • A mixture of spines forward and covers forward. To create interest and intrigue. Think about how these books may be interchanged, regularly.

    • Objects relating to particular series of books, and book themes, being placed on shelves, hanging from ceilings, pinned to displays. An invitation to make a connection between the object and the plot. A prompt for a child familiar with the book to exclaim, “It’s the golden compass!” A conversation starter between peers, “You must read this one.”

  • Curate the arrangement of your books with intent. Perhaps some of the overwhelming elements of an alphabetical or number-based system is that it loses a sense of meaning to those searching for their interest. Creating links, a little pathway between books which share a similar focus point or theme, can empower those who have a little spark of interest in a particular genre or broader topic. I have seen some really effective displays over the years which offer a further bit of guidance for pupils who are not sure of their next read, “If you like this, then you’re sure to be into this…” As adults, we may recognise these tools on apps like Goodreads or through those on social media whose reading habits we feel an affinity with. If you have not read ‘The Book Whisperer’ by Donalyn Miller this is a highly recommended suggestion for considering how the children themselves can be involved in the organisation of books within their spaces. I also wrote a glimmering round-up of the book here:

  • Make spaces inviting and consider what the data is telling us. One of my most popular sessions with schools is around ‘Reading for Pleasure - and growth’. I have recently spoken to teachers within Summit Learning Trust on this topic, and found it powerful to share with them data from The National Literacy Trust:

    

    When we consider how and why the majority of our children like to read, we can think about how the spaces (and time) created for interest to develop can be supported by reading environments and spaces.

    • Curious readers may want to explore multiple books at a time, they may want to make notes or jot down questions. Are they free to move around the space, do they have their own reading journal to collect their thoughts?

    • Our mindful readers will most likely enjoy settling into the comfy beanbags under the twinkly lights. Do they have a sustained amount of time to read, to really lean into these moments of wellbeing?

    • Can the social readers have spaces where they can sit together and quietly discuss? How are they sharing recommendations? Do they have some ownership over their reading spaces and the means to be swapping and recommending books?

2. The importance of ‘reader identity’

In his response about the gift of a book about space being the catalyst into a interest which has lasted a lifetime, this gentleman from the Astronomical Society was revealing a little about his reader identity. To return to this idea of tapestries, these texts (in their many forms) which work together to influence our interests, hobbies, thoughts and feelings. At the OU/UKLA Reading for Pleasure Conference last year, Teresa Cremin, CBE promoted those in attendance to plot their reading engagement on a tree, which represented the passing of time. The roots were spaces to look back and record specific books (or types of stories) which we remembered from childhood, into our school years, our time as teens and into adulthood. It was a brilliant activity, and one I would recommend doing with your school teams or with your class. What this visually represented was how our lives had influenced our reading choices - and vice versa. Attendees shared times when reading had dropped off for them, and when they had found an interest again - and why. The ebb and flow was authentic. What you’re reading, why and who for.

• So, how can we support our pupils in exploring their reader identities and using these to empower them?

  • “Whatever you’re into, read into it” - I just love this key message from the National Year of Reading, 2026. Starting with an interest, or uncovering an interest through reading, and then allowing this to take you on a journey. Just Imagine’s Reading Journey is an incredible tool for supporting children to discover their volitional reading habits. Take a look at Nikki Gamble’s insights into this: So, what ARE children reading? Emerging reflections from The Reading Journey

  • Build a culture and practices which invest in the feeling of reading belonging to the individual. As I reflected on in my LinkedIn post (shared above) on my weekend away I took multiple books to read (and was excited about the prospect of doing so) and ended up only reading half of one. Now, I could have been cross at myself for not reading more, feeling guilty for not achieving my quota of reading material completed. Yet, I of course, didn’t. I had a brilliant weekend with my family, chatting, walking, playing cards, laying in! There wasn’t the time for reading - and that is ok. When we say to our pupils they must read this many times a week, they must read this many books a month, the control is taken away from them. They are being extrinsically not intrinsically motivated. This is not to say that regular reading and engagement with a range of books is not valuable - it absolutely is. Instead, it is considering how this is presented. Instead of ‘policing’ reading, how do we get to the heart of each child’s reader identities to gain insight into what, and how, they like to read? This is where true motivation can be found.

  • Don’t underestimate the power of curriculum in uncovering reader interests and subsequent identities. The number of hours we spend with our pupils each week is sizeable. We are in the privileged position to be able to guide and inspire through the texts which we choose to use within our lessons. There is a whole glimmer of its own on this - watch this space!

If you are interested in continuing your thinking around reader identities and nurturing an authentic interest in reading do follow:

, , and on Substack.

You may also like to explore further messages around the National Year of Reading 2026 in my Substack round-up from earlier this year:

www.lauraspargo.com

Thoughts and musings

Last week I was sat in the garden - and a glimmer emerged. It was a really good one. Totally unexpected, it caught me off guard. I was immersed in Frank Cottrell-Boyce’s book, ‘A British Childhood: How Our Children Live Now’ so my mind was already switched on and full of illuminations. I sat back for a moment, full of musings. And then, I heard it…

“So, if you look here, this is where you would smooth it over. It’s great how you did it there. Really good grooves. The tricky bit is the corners. Can you see how I turn a little here?”

“Ah yes, just there?”

“Yep, you’ve got it. It’s helpful to move slowly and then you get the consistency right. Do you want to have a go?”

“Yeah. So, like this. Ah yeah, I see, the balance is there.”

“Great job. That looks perfect.”

I paused. I smiled. I let my mind wander. This was a conversation drifting over the garden from two builders working on a house over the way. It lit me up. It got my adrenaline going.

“Great teaching is happening there!” I exclaimed to myself.

I was flooded with memories of my own experiences in the classroom. The moments when the ‘penny dropped’, when a concept was understood or a child beamed up at me, proud of their success. My mind then quickly turned to the teachers who I have had the privilege to work alongside, to coach, in my middle leadership roles. The quick exchange of a smile of recognition (yes, using visuals did help them understand) or even an delighted thumbs up (brilliant, they’re full of enthusiasm to have a go on their own).

Yet, ‘great teaching’ can so quickly get bogged down in compliance measures. A skill to be documented on an observation checklists Great teaching can be in danger of being outsourced to those who operate externally, rather than belonging to those who are creating these moments of understanding, of success, in the seemingly most average moment of every day.

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Ideas and practical suggestions

So, when we strip it back, when we quieten the external noise and focus on what really great teaching experiences look like, what do we find? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as prompts and reflection points which can help realign thinking as you prepare for the next academic year.

As I sat and continued to smile following this kind, patient and thoughtful teaching experience, my mind began to sift, sort and settle. What was it that sat within this exchange between these experienced and novice builders that jumped out as being really great teaching? And why was it that, despite not being in the market for any building work, I was desperate to find out the name of the company so I could book them in the future?

1. Relationships and trust had been built and nurtured

This was incredibly apparent. It was hard to tell if this was the first job these two had worked on together or their tenth. What was clear was the roles which both fulfilled. The novice builder was keen to listen to what the expert builder had to say. Not only that, but he was motivated to act on it. Relationship building can happen quickly when all parties involved are clear of their roles and the expectations which exist within these. Alongside this, the ability to nurture, to listen and to exercise patience.

For the last two years, alongside my bespoke consultancy and training services, I have been fortunate to have been doing some supply teaching. What a joy to have this experience as part of my weekly activities. To be in classrooms (where I am happiest) -teaching! Relationship building! I often get feedback from staff at schools where I work sharing that the children have warmed to me quickly and that they don’t normally “behave this well” for adults who aren’t their class teacher. Now, there is nothing that I do that is ‘magical’ or cannot be emulated. Yes, I do have a considerable number of years’ teaching experience behind me, but I know why we are able to get cracking on the lessons quickly and why we have such positive (and joyful) days. I place relationship building at the forefront of all that I do.

• So, how can relationships be built quickly with the children who you teach?

  • Prioritise learning the children’s names, and use these with them regularly. We may recognise this within ourselves as adults. When someone remembers your name (and adds a deliberate tone to the utterance of it) it means something. It matters.

  • Find out details about the children in your class which support you in building up a picture about them as a person. The more obscure, the better. Once you are aware of their interests, hobbies and little-known facts, you have an immediate springboard into conversations and moments of remembering.

  • Share your interests with the children. Not only that, share some of your vulnerabilities. I couldn’t help but wonder if the conversation between the builders was partly so impactful because the expert was once the novice. What is it that you found challenging when you first started learning it? What did someone show you that made the understanding of a concept suddenly make so much sense?

  • Ensure that the learning environment belongs to you all. It is ‘our classroom’. Consider how resources can be accessed and what is on your displays - and why. When forming classroom rules, involve the children in the arrangement of these. I always use the idea of preparing each rule and cutting these up into strips. Each group of 4 has access to a pack of strips and a table with the following headings:

    • Our teacher’s responsibility

    • The pupils’ responsibility

    • Our shared responsibility

    What is always of interest to the children is that most of the rules end up in the ‘shared responsibility’ column. This feeds into the concept of team-building, pride and a shared ethos.

If you are interested in finding out more about the idea of relationship and trust building, I would recommend exploring:

LISTEN

Jon Hutchinson’s insightful and practical thoughts around ‘belonging’ on Inner Drive’s ‘The Science of Learning’ podcast:

Belonging

READ

Claire Gadsby’s ‘Dynamically Different Classrooms’ full of creative ideas for organising your classrooms so that they are interactive spaces which allow relationship building to thrive:

Interactivity

REVISIT

My ‘glimmer’ from early this year on ‘Mattering’. What it looks, sounds and feels like to show someone that they feel valued and seen:

2. Patience and an invitation to ‘just give it a go’ prevailed

It was the tone of voice, not the words being said, which first caught my attention. There was an invitation, in the explanations, to get curious. The relationship and trust had been built. Now, it was time to get practical. I have always been a fan of an inspirational quote. Here are some of my favourites:

• "Nothing is impossible, the word itself says 'I'm possible'!" - Audrey Hepburn

• "A person who never made a mistake never tried anything new" - Albert Einstein

• "You’ve got to act, and you’ve got to be willing to fail…If you’re afraid of failing, you won’t get very far.” - Steve Jobs

Great teaching has to make space for children to try. So much has been written over the years about ‘teacher talk’. How too much of it within a lesson really does not constitute as effective teaching. I think the same can be said for a repetition of outcomes for tasks. Where after a bit of teacher talk there is a sheet to complete or a set of questions to be answered. Not only can this be predictable, and often mundane, but it is not always allowing the children to show you what they know - what they understand. I think often of ’s provocation, encouraging practitioners to consider a lesson being taught whilst evaluating how we can really know that the pupils have understood it. I might have taught it, but have they got it? — Mary Myatt Learning

• So, how can intentional opportunities be made for children to ‘show’ us what they have learnt and understood?

  • Consider the balance of your outcomes. Sometimes a place to record thinking or a set of questions to be answered is the best way for your pupils to demonstrate this to you. Sometimes it is not. Return to your objective - your lesson intention. Consider how you would really know if the concept or idea had been understood. Are there more open-ended, practical ways which your pupils could show you?

  • Don’t underestimate the power of the arts. Drama, visual representations, storytelling, song writing. These are all powerful vehicles for children to demonstrate their understanding. The creative elements of these outcomes invest in the flow of knowledge sharing. Many of these also remove the barriers of writing, reading and recording - the fear of putting pen to paper or of having to get something ‘right’.

  • Design tasks which may require some elements of problem solving and may be completed by a group or individually. Lessons where resources are available to be selected for their desired outcome. No set way that a problem has to be approached or completed.

  • Take the time to practically demonstrate skills. I believe that a visualiser is a a staple piece of equipment which is necessary in every classroom. There is power in the children watching you create, solve, make or design in real-time. The expert builder showed the novice builder and then invited him to replicate the motion. I love Claire Gadsby’s ‘Magpie Me’ idea (which can also be found in her ‘Dynamically Different Classrooms’ book) where the power of the number of 3 is exercised. The teacher continues to practically demonstrate a piece of new learning as the children work independently - inviting children to look over their shoulder. However, they must adhere to the following rules:

    • Nobody can leave their seat for the first 3 minutes (encouraging them to have a try on their own first).

    • Only 3 people can visit the teacher, and watch what they are doing, at a time.

    • Each person can only visit the ‘Magpie Me’ table 3 times during the lesson.

The phrase ‘Great Teaching’ landed with me when I explored the work of Evidence Based Education. I had listened to Stuart Kime speak at researchED, Dubai and the outcomes of the ‘Great Teaching Toolkit Evidence Review’ piqued my interest. It is an insightful piece of work and I found the organisation of the ‘Model of Great Teaching’ useful to explore with teachers in my Lead Practitioner role.

If you would like to continue your musings around what effective teaching looks (and feels) like in your practice, I would recommend having an explore:

Great Teaching Toolkit

www.lauraspargo.com

Thoughts and musings

I always get excited ahead of the new academic year. It may take a few weeks to kick in, once I have had a bit of a disconnect from the madness of the summer term and a moment to unwind. I can usually feel little moments of giddiness creeping in. These, in themselves, are the glimmers. The response I may have from reading a text. The idea that forms from listening to a podcast. The inspiration that seeps in from going on a walk, sitting in the sunshine or chatting with friends (most of whom who aren’t in education, but who are in the business of recognising the meaningful and the feeling of ‘flow’ in life).

In addition to my summer suggestions1, I have been reading 3 books which have all amalgamated together in my mind to truly get me thinking about important preparations for the next school year. These books are:

What has united the themes and explorations within these books is the importance of ethos and intention. Connection with what matters. These are not books about theory or practice. They are texts which invite you to feel deeply and think carefully about what it means to be human. What considerations of qualities of life, of empathy and of care can be taken to create conditions for ourselves, and others, to thrive. To harness the possibility of glimmers.

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Ideas and practical suggestions

So what do these books, and their messages, have to do with preparations for the start of the new academic year? Below are two suggestions which I hope can be implemented with minimal time spent preparing. Think of these more as considerations as you ponder over the ethos which you would like to nurture (for yourself and your pupils) in the coming weeks and months.

1. Ethos for your pupils

I recently finished the book ‘A Kestrel for a Knave’, gifted to me by the ever-thoughtful . I wrote about my initial takeaways and invited others to do the same on LinkedIn. Do have a read and, as always, let me know of your own experiences with this enduring story. One particular conversation on the thread reminded me of a ‘glimmer’ I wrote almost two years ago, ‘Walking the talk’:

Within this ‘glimmer’ I reflect on what I thought ethos to be when I first entered into the profession. A set of words which introduced my personal stance on my CV. A surface-level offering created by jazzy displays which took most of the summer to create (and were peeling off the wall, often untouched or engaged with) by Christmas.

During the quiet moments of the summer break, there is an ideal opportunity to return to why you joined the profession and what it is you really want to instil in the children who you have the privilege to teach. To quieten the noise. To think carefully about the children who are sat in front of you. To consider what their lives are influenced by now and how they are lived, as Frank Cottrell-Boyce explores in his thought-provoking and heartfelt set of reflections and recounts collated in ‘A British Childhood: How Our Children Live Now’.

2. Ethos for yourself

So often missed, so incredibly important. I have previously shared accounts of my first experiences in the profession. The formation of my ‘teacher identity’. The realisation that I was living my dream, and I allowed this dream to swallow me whole. I was young, naive and passionate. By Christmas, I was burnt out. We have an important responsibility to ourselves, and to each other, to form teacher identities which co-exist with our wellbeing and wider interests and personalities.

The concept of mattering is helpful to explore when we are considering ways in which we embed a positive ethos for ourselves and those who work alongside us.2 As is the curation of helpful and healthy habits and a curation of balance which ensures that our own physical, mental and emotional health sits at the forefront when entering each new day or week.

Through reading Sahil Bloom’s ‘The 5 Types of Wealth’, I have developed my thinking around personal and professional ethos even further. I have always found the concept of ‘time’ challenging. A feeling of running out of time, tasks taking too much time and of course the classic (and let’s face it, the true) “there’s just not enough time in the curriculum!” conversation. What I enjoyed about Bloom’s suggestions, and his recognition of the wealth we are afforded with time, was the idea of colour-blocking weekly tasks into:

• Management (meetings, emails, team & people)

• Creation (writing, building, preparing, imagining)

• Consumption (reading, listening, studying)

• Ideation (journaling, mind-mapping, walking, self-reflection)

These concepts spoke to me. They also sit nicely aligned with Stephen Covey’s ‘Time Management Matrix’ (as referenced and explored further in the Habits ‘glimmer’ - linked above). Bloom’s observation is that many of us will spend too much time in the management-style tasks and not enough in the creation, consumption and ideation. Yet, it feels that this is where many glimmers may be found. In the ‘not urgent and important’ box, which Covey deems to be the at the heart of our personal drive and mission. In the building, and the living, of our ethos.

www.lauraspargo.com

Thoughts and musings

I speak about joy in the work that I do with schools, conversations I have with fellow educators and in my writing - regularly. Naturally, even. Reflecting back on my teaching career, I can identify that I have always endeavoured to teach with joy, lead with joy and create with joy. Glimmers and joy can often sit side-by-side. Glimmers are the moments that are noticed and noted.1 In teaching, these may be the lessons that really resonated with the children, the feeling of motivation experienced when working on a particular project or idea, the realisation which shows up on the face of a child when they suddenly “get it”, the checking-in from a colleague showing that they have remembered something that you have going on in your personal life2.

Yet, talking about joy and the curriculum may be in danger of being seen as a “nice to have”, an add-on, perhaps even a bit of a fad. These thoughts may have been formed on the premise of joyful experiences perhaps sitting at odds with the learning or something that can be planned in - if there’s time. There is much discussion around the difference between joy and enjoyment. Potentially enough for a whole post of its own! So, for the purpose of discussion in today’s ‘glimmer’, I will be thinking of joy as an active state, a feeling generated from within compared to enjoyment which is elicited from a specific event and may only last for the duration of this event.

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Ideas and practical suggestions

So, why should joy be at the heart of curriculum conversations? Below are two ideas which I hope can be actioned with minimal time spent preparing. Think of these more as considerations and conversations which you may like to have with colleagues ahead of the new academic year.

1. Joy belongs to the individual

Think of a time when you last felt a feeling of joy. It may have been felt with others or perhaps on your own. What feels joyful for you may not feel joyful for me. Feelings of joy can catch us off guard or an event or experience may be entered into knowingly for the joyful feelings which are guaranteed as a result. There will be a number of us (I would like to think in the majority) who entered into the teaching profession because the prospect of imparting knowledge, inspiring and impacting the next generation lit us up. When we thought about the lives we would influence, a little flutter of joy was felt. It certainly was that way for me - and this feeling still remains.

I would also like to hope that those of us who have chosen to join this incredible profession want the children who pass through our doors to experience moments of joy in the day-to-day. Now, this is not to say that every moment of each day is filled with happiness, smiles, laughter and profound moments of connection and understanding. This would be unrealistic. Instead, as the adults who are entrusted with the intellectual and emotional care of the pupils who we teach, can we consider how those “planned for” joyful moments may show up for the individuals who we have taken the time to get to know?

• So, how can curriculum decisions strive to create joy for the individuals in our classrooms?

  • The most important place to start is the planning! I have written before about the ‘Joy of lesson planning’ and how I have noticed that engaging in planning experiences has become a lost art in some settings. I am a fan of the big pieces of paper and the colourful pens. Teamwork is a must. Look through your long-term and medium-term plans. What topics will you be covering? What texts will you be exploring? Where can connections be made across subjects? Then - the how. This is planning beyond the slide deck. This is creating experiences. Catching the children off guard (in the way that joy truly should).

  • When enjoyment becomes joy. In our current inspection framework in England, the word ‘enjoyment’ is mentioned 5 times. The focus is on the extent to which pupils enjoy reading, enjoy learning about themselves and others in the world around them and enjoy maths. There is also reference to a need for ‘urgent improvement’ if expectations for attendance and behaviour are not high which may have detrimental effects on children’s enjoyment of school. Reading for pleasure is a term central to agendas which commit to encouraging children to find (and grow) their reader identities. Yet, beyond enjoyment sits joy. Children may enjoy maths or enjoy working in groups but joy is the moment of flow felt when time passes quickly, when immersion is experienced and a feeling of contentment is felt within. To consider how joy can be cultivated you may like to consider:

    • The breadth of texts (and wider reading resources) you have on offer and ideas in place for discovering the reading identities of your pupils.3

    • Lesson design and learning outcomes. How are pupils given choice and voice within lessons - where can they make learning their own?

    • Timetables and daily offerings - what ‘speaks’ to your pupils? What motivates them to want to come to school each day and on a cold and wet Monday morning?4

For further helpful resources when considering how joy shows up in your curriculum, I would recommend taking a look at:

• ‘When does writing become joyful’

• ‘Sparking joy in English’

• ‘Botheredness’ - Hywel Roberts

2. We have a responsibility to nurture the joy

Children’s engagement with the ‘real world’ is changing. This is well-documented and part of important conversations. Their use of technology is rising and with this can be a sense of loss of experiences which promote connections with nature and social experiences which are nurtured beyond the school gates. I have a keen interest in this topic and I am spending time considering it in relation to a reduction in levels of the experiences of joy.

Young people are savvy - as we would have also been at this age. Many enjoy playing on computer games, using their devices and scrolling on phones. These experiences are not of course only engaged with (and enjoyed) by children. Many adults also use technology daily and a number may reflect on perhaps using devices more frequently than they would like. Having honest conversations with young people about how they spend their free time is powerful. I have had a number of these discussions with children who I have worked with recently. As the responsible adult in the room, I have encouraged them to think about the time they spend on their games or tablets and if this time was intentional. I have probed them to consider that in the sustained time they were emersed in loops of content or within a virtual world, were they feeling in a state of flow? Were they experiencing joy?

• So, beyond the initial conversation, how might we encourage pupils to experience joy through the intentional ways in which they are spending their time?

  • Empower them to see that their free time is just that - theirs. They have a choice in how they spend it. Where appropriate, have frank conversations about how the ways in which they spend their time online is often influenced by algorithms which encourage them to continue looking at a screen for longer than they intended. Discuss the money that is being made by large corporations as part of this. Of course, this is not to actively discourage children from engaging with technology in ways which may spark joy. Instead, it is to encourage them to think about this intentionally.

  • Talk to them about feelings of joy. What does joy mean to them? When did they last feel it? Who were they with? What were they doing. Encourage them to think about the wonders of nature. To ignite their curiosity. I have spoken before about the piano which was placed in a school hall and resulted in an eager queue of children waiting to play on it. The headteacher delighted in how this was now a ‘reward’ children were choosing in their free time over extra minutes on the iPad. When there are spare moments in the day, think about how you can teach pupils games to play at break time, bring in jigsaws, have a rest break and play dominoes. I also advocate for this at the start of a staff meeting. Having a few games available to play to separate a busy day from the next set of important conversations.

  • Get outside! Both within the curriculum and as a break between lessons. I led an training day at a school the other month about increasing engagement and participation. During the break many staff members took their drinks outside. When it was time to start the session again, there was a collective groan. “Can’t we continue outside?” It was a reasonable question, one that logistics sadly didn’t allow for. But, it of course got me thinking. How often do logistics get in the way of creating the time and space for taking the learning outside and how often is it planned for? I did allow these questions to linger with these teachers - was this their common practice? Should it be? They were in the unique position of their pupils that day - is this something we should be thinking about more frequently?

For further reading and exploration about children’s engagement with technology and the great outdoors, do take a look at:

• ‘The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness’ - Jonathan Haidt

• ‘The Amazing Generation: Packed with facts, stories and secrets to help kids break free from phones’ - Jonathan Haidt and Catherine Price

• ‘A British Childhood: How Our Children Live Now’ - Frank Cottrell-Boyce

• ‘Wild Child: A Journey Through Nature’ - Dara McAnulty

• ‘Deep In The Whispering Woods: An Imagination Journal For Storytellers’ - Holly Staniford

www.lauraspargo.com

Thoughts and musings

A brief note from me this week. As you are reading this ‘glimmer’ it is likely that I will be in Ireland. A much-needed break amongst breath-taking nature, seeped in history and culture. How lucky! ☘️

Therefore, my offering this week is of previous glimmers which I hope prove to be timely, or that have resonated with readers and may have been missed (or perhaps were released before my Substack was on your radar!)

I will be back next week with new thoughts, musings, ideas and practical suggestions!

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Ideas and practical suggestions

So, what may be helpful to signpost during a break in the academic year? Below are two collections of suggestions which I hope will prove to be helpful as you rest and reflect!

1. For those moments when you find yourself with a little more time for reflection

2. Glimmers which have proved popular with readers

Thoughts and musings

Happy holidays to the majority of readers! A lengthy break hopefully awaits you (or you may currently be delighting in being in the midst of said downtime). Quite likely, as someone who takes an interest in reading blogs of an educational nature, you may be keen for a little signposting of further recommendations to accompany your well-deserved free time.

At the end of every term, I pull together a collection of books, podcasts, videos and/or wider resources which I hope may be of interest. You can find these by scrolling through my back catalogue of posts, classified by winter, spring or summer break points within these year. Suggestions can often by found on my own “to-explore” list or have been enjoyed by myself at one point in time. As always, sharing is caring, so please do use the comments to add any of your own recommendations which you feel others may enjoy!

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Ideas and practical suggestions

So, what could provide some inspiration and reflection during this summer break? Below are a few suggestions, viewed through a reading and general professional learning lens, which I hope may be useful. Have a wonderful summer break everyone!

1. To keep the power of reading at the forefront

• Take a look at the wealth of resources available on the Go All In website, the official home of the National Year of Reading 2026. Wherever you are reading today’s ‘glimmer’ from, the key messages and concepts are the same. Reading has higher rates of engagement when the reader takes an interest in the chosen text (in its many forms), alongside the feeling of volition experienced in doing so:

Reading resources

• Take a look at the back catalogue of training videos and insightful conversations on the National Literacy Trust YouTube:

*Free* CPD and interesting ideas

• Think about the books you have on offer in your classrooms and libraries and consider if you need a refresh. Take the opportunity of having a little extra time to read children’s and young adult’s literature yourself! You won’t regret it.

• For primary, Jon Biddle is exceptionally generous with the resources and book suggestions he shares on his Padlet:

Reading for Pleasure resource

• For secondary, has a wealth of ideas and suggestions within her newsletter and on her Instagram where she can be found on the handle ‘getthemreading’:

Young adults reading resource

• For further helpful book lists, I have no hesitation in signposting:

Read for empathy

The EA 4-11 Picture Book Awards

The UKLA book awards

2. To continue to keep the glimmers in your educational journey alive

• Keep nurturing your wellbeing. Join Those Who Can’s ‘Summer Reset’ - ‘five gentle weekly activities designed to help you reflect, recharge and remember just how much you've achieved this year.’ And, by signing up, you are automatically entered into a draw to win a paddleboard!

Summer Reset!

• If you would like to take some time thinking about how you craft learning experiences in the classroom, I would highly recommend delving into the world of #Botheredness. ’ engaging (and highly entertaining) handbook for considering how we get our young people to be bothered about learning, within the curriculum and beyond!

Delve into #Botheredness

• You’re already reading today’s ‘glimmer’ on Substack. This may be through an email subscription or on the platform itself. If you haven’t had the chance to take a look at the wide range of writers who are sharing their experiences, thoughts and ideas on Substack, now may well be the moment! I would always recommend taking a look at the ‘Subscriptions’ and ‘Recommendations’ on the Substack pages you currently follow. Perhaps during this summer break you feel the time is right to have a go at writing yourself? If so, do take a look at my top tips for getting started:

• I am a huge fan of an education podcast, and always on the look out for more to add to my list. Do share any that I have missed in the comments. My top listens include:

‘Mind the Gap’ - Tom Sherrington and Emma Turner

‘The Science of Learning’ - InnerDrive

‘Catching up with Sarah and Ginny’

‘Rethinking Education’ - James Mannion & David Cameron

‘Evidence into Action’ - EEF

www.lauraspargo.com

Thoughts and musings

The end of another academic year is upon us. For some, the summer break has already begun. The end of the final term in education is just as hectic as any other. There can sometimes be the misconception that those final few weeks bring a sense of ease, calm and relaxation. However, in truth, they are often filled with thoughts and actions around transition, next year’s lesson planning and changes in year groups and teaching teams.

In England we have been experiencing heatwaves over the last few weeks. In school buildings and premises which really are not equipped to accommodate temperatures of over 30 degrees. Yet, I know that teachers and leaders have been doing their best to ensure that pupils can come to school to continue learning, spending time with their friends and perhaps having the occasional water fight. However, what comes with a ramping up in heat is fatigue, which in turn can turn to lessened productivity and result in a feeling of needing to get so much more “done”.

Therefore, this is my invitation to pause. Whether it be in the next week or at the start of the holidays. When the academic year is still fresh. To reflect on the successes of the year, which I have no doubt will be in abundance. To congratulate yourself for showing up for the children and young adults who you have had the privilege to teach.

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Ideas and practical suggestions

So, what can authentic celebration look like and how can it help to shape how you start the next academic year. Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as prompts which may support the reflection of the last three terms.

1. Define your understanding of success

When I first started teaching, my whole focus on success was around levels and progress. Solely on the academics. By the end of my first term with my own class, I had burnt out. I couldn’t see beyond the colour-coded assessment judgements (most of which were red, as these were the times before an understanding of transition from EYFS into KS1). In that first term, I felt like a terrible failure.

Of course, academic achievement is important. We all want to guide our pupils to be proficient and excel in the subjects which we teach them. Part of your celebrations may well include grades, or perhaps more fitting, progress. Recognising the skills, knowledge and confidence that your pupils have developed over their time spent in your class.

However, many successes which you land on will probably have nothing to do with the outcome and everything to do with the experiences. The ‘glimmers’. The learning opportunities you created which sparked joy, curiosity and interest. The human moments where a joke was shared, a piece of news was told, an incredible book was finished. Moments where you showed the pupils that they mattered, and they reciprocated this careful attention back to you.

Success also lies beyond the classroom. Where have you developed as a teacher, a team member, a leader? Did you take on a project which went really well? Have you pushed yourself out of your comfort zone? Did you put some boundaries in place which helped protect the balance between work and your life beyond the classroom?

If you would like some further prompts to support you as you reflect on your successes, you may be interested in revisiting:

2. Consider how this year’s successes will impact the next

Now, I am not suggesting that a reflection in the present moment must have an immediate influence on the future. There really can be enough of this thinking in schools, where conversations and actions are usually working at at least a week in advance. However, as you celebrate, you may start to naturally land on the ‘why’ around each success.

When you consider a really brilliant lesson, or reflect on why you are so proud of a certain action taken, the ‘why’ that sits behind can be incredibly powerful. It is this motivator or justifier that can positively influence next year’s decisions. There can be a lot of external noise in education. Environments in schools are fast-moving. During these quiet moments of reflection you may land on actions and considerations which you would like to repeat, build upon and nurture for the next academic year. With a clear mind and ample rest, plans can be made to ensure that these remain important once the autumn term arrives.

I have written before about the power of regularly noting celebration points, building positive habits for achieving balance and continually coming back to your purpose in education. If you would like to explore these themes further, take a look at the glimmers shared below:

Thoughts and musings

How often, in society, do we have to wait any more? Technology has developed at such a rapid rate, resulting in the experience of anticipation becoming a rarity. I have been reflecting on this idea recently, and a conversation at the Summit Learning Trust #WhatMatters Conference last week cemented the fact that there’s a glimmer in this!

This particular teacher and I were reminiscing about the book fair when we were ourselves at school. It unlocked a core, yet forgotten, memory for me. I absolutely have fond memories of book fairs visiting (often during parents’ evenings) but I had forgotten the catalogues! The pages and pages full of tantalising texts which I would rush home to show my mum, having already circled my wish lists. Then came the negotiation - what could my pocket money afford? If I saved up over X amount of weeks could I possibly purchase the next in the series of The Babysitters Club?

Then, came the wait. The order form was posted off, the books would be delivered to school weeks later, bundled together with an elastic band. The teacher holding up a book at a time, “Who ordered Goosebumps?” We likened this to the Argos catalogue at Christmas. In my family, myself and my sister and two cousins were each assigned a specific colour of pen to circle the items which would so appreciate our Grandma asking Santa to arrange for us. If, of course, we were good! This experienced was framed within the time of Christmas celebrations starting well into December. By the time the ‘big day’ arrived, our anticipation was high (rather than what I feel can be a desensitization when decorations and lights go up on November 1st).

The world our young people are now growing up in is fast-paced. Waiting is often a thing of the past. Next day delivery of items, short-form content on social media platforms, pretty much any TV show or film available at their finger tips. Yet I have seen first hand how anticipation piques intrigue and interest. I am sure you have too. How can we foster this within our curriculum and the learning experiences which happen around it? How can the wait become something to look forward to?

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Ideas and practical suggestions

So, what can we consider when thinking of ways to increase anticipation within the school day - and beyond? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as intentional ideas to lengthen the wait whilst keeping the interest!

1. Why is it worth the wait?

Kids are savvy. This is a great thing. They often know their own minds, yet there is certainly space to help them discover a whole lot more. If a wait is curated for something which isn’t resonating, doesn’t pique an interest, then it is redundant. So much of the success of building apprehension comes from knowing your pupils.

• So, what might be worth the wait?

  • A special event. This doesn’t need to be something that breaks the bank. Many teachers (myself included) have seen the success of a class reward system. Perhaps filling a jar with marbles. Something with a visual clue. The important part here? Involve the children in how they would like to celebrate. I have seen pizza parties, movie afternoons, year group games of rounders. Opportunities are open to creativity and being shaped to your pupils’ interests. A reward to be anticipated when the class are only 20, 10, 5 marbles away! Equally, if it is possible to arrange for visitors (specialists in their field) to come and work with your pupils at the end of a project. Poets, authors, athletes, scientists, members of the local community with an interesting history or talent. The curriculum comes alive, references are regularly made to the date of arrival of this carefully selected visitor. A point in time to ask more questions, showcase what has been learnt.

  • The seemingly mundane. A few months ago I visited a primary school. As the Headteacher walked me across the hall, I noticed a buzz of excitement in the corner. When I looked again, I saw that the children were gathered around a piano. The Head explained that it had been donated to the school and the children were going wild for it. They were choosing the opportunity to have a play on the piano over any other free-time choice. Ipads were being snubbed, extra playtime sniffed at. The piano was the star of the show. This of course got me thinking. Devices and offerings of immediate gratification really do only go so far for some of our young people. Finding those items or processes which can create intrigue, which may seem almost archaic to children, there’s such power in this.

  • Feeling successful. There is a need to be mindful in this consideration. Sticking at learning something which takes time is a skill which has diminished in many young people within the current climate. Getting stuck can often be ‘over-ridden’ in the ways in which they spend their free time. Not enjoying a book after a few pages? Open another in your digital library. Is this film not capturing your attention after a few minutes watching it? Swipe through the list to find another. Trapped on the level of your computer game? Find a way to ‘cheat the system’ to get through. These options didn’t exist in the not-so-distance past. The videos were from Blockbuster (and they were pricey). The books were on your shelves and you had to hope that your friends knew the ways to hack the levels on your games - and you might not see them for another week! Yet, when perseverance is exercised, when a physical book is read and the completion of it is demonstrated in the final turn of the page. Where the piano can be played but learning to play a song will possibly take a good few goes with someone to show you how to do it. Success can be felt here.

2. Who creates the interest?

Not just the teacher - although they of course play a pivotal role. Collective interest is powerful. Investment from pupils’ peers, their families and carers, the wider school community. This is where the buzz is generated. I am writing this glimmer the morning after England played Mexico in this year’s World Cup. The match ended up kicking off at 2am GMT. A game played at such an early hour of the morning, I initially thought that most would catch up the next day. Yet, this didn’t seem to be the case. Voices on social media were encouraging others to ‘get behind the lads’. The government gave pubs the green light to open their doors and show the match live. The interest of the nation rose, and although I didn’t stay up to watch, the first thing I did this morning was check the score and watch the highlights.

• So, who needs to be on-board with this intentional pause?

  • Absolutely the pupils themselves. They have a huge influence on each other. The perfect example of this is in a specifically chosen book which a teacher attending one of the OU/UKLA Teachers’ Reading Groups recently shared. Her class would often see her reading in class and she would encourage conversation with the children about how she was finding each book she read. She was actively, and authentically, generating interest. When she finished, she asked if anyone would like to read it next. Pretty much every child’s hand shot up. As a result of this, what did she have to create? A waiting list. The children could see who was next on the list, and who had the book currently. Keen to develop this idea further, the teacher created her own bookshelf, inviting the children to borrow ‘her’ books. Each had a waiting list. Each book was eagerly anticipated.

  • Parents and carers. Keeping families updated with plans within the curriculum is incredibly beneficial. Some schools may use newsletters, others interactive platforms. I have written before about my ideas for increasing attendance.1 The anticipation as a result of carefully curated hook, the gasp as you leave the book on a cliff hanger. Being deliberately vague but dropping in a few words, choice hints relating to what you will be doing Monday morning, “I hope the weather stays dry…”. Then - share this. Don’t depend on the children to always take these messages home. If families know what’s coming up they can continue to generate curiosity and interest with their children at home. A perfect example of this was a school I heard about recently who had an impromptu water fight during the heat wave. Hints have already been made that this may happen again if temperatures hit the heady heights this week. What fun!

As always, I would love to hear your thoughts on increasing anticipation in your schools and classrooms. What have you tried before which has worked a treat? Are there any ideas which I have shared today that have sparked a glimmer of interest?

Do let me know in the comments below. And, if you were at school in the 90s like me, here is a brill Goodreads list which I spent a nostalgic moment with thinking back to those book catalogues. The titles on here really transported me back!

90s Kids - Goodreads

Thoughts and musings

Teacher autonomy has been on my mind lately. As a phrase, as a concept, the recommendation for it appears across much recent policy and guidance. Yet, on the ground in discussions with teachers and colleagues working across education, the amount of ownership over lesson planning and freedom to make decisions about what happens in individual classrooms can reflect a different reality.

So this of course got me thinking - what is really meant by teacher autonomy and how can this be achieved? Perhaps its helpful to start with what it’s not. In a school only this week, I was talking to a volunteer who has signed up to begin a 4-year primary teaching degree in September. In conversation she tentatively asked, “But is it like this everywhere?” Taking a quick glance around the school, I hoped for a visual clue to prompt me. Was she referencing the school’s culture? The behaviour of the children? The environments? “Like what?” I replied. What she was referencing was the curriculum. The teaching. This particular school is full to the brim with autonomy. The teachers skilfully lean into high-quality resources but the lessons that they plan are shaped and curated by the teachers themselves.

You see, this soon-to-be initial teacher training student, has a current career in education, as a teaching assistant in a secondary setting. Her palpable nervousness was caused by whether she would have a say in what and how she teaches. She had heard and seen things that sat at odds with her reasoning for wanting to join the profession. I have heard and seen these things too - and I imagine that I am not alone. Teachers being given slides or lessons to deliver and instructed that they can’t make any changes. Packages of support being bought in to (often at a high price, when budgets are exceptionally tight) with the instruction that, “We do ______ for our science lessons now.” The lack of time (or perhaps oversight of options for making more) for teachers to come together to think about what they want to teach their pupils - when and why. A loss of the joy of planning.

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Ideas and practical suggestions

So, what should be considered when reflecting on the autonomy that you, or your teaching teams, currently have? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as evaluation points ahead of the new academic year - shifts that can be made, which can have a positive impact for all.

1. The curriculum

I feel it imperative to start here. Much of the reflecting I have done on the idea of the teacher autonomy comes back to curriculum. And, rightly so. Most of my teaching experience has been directed by the British National Curriculum. A set of statutory objectives and non-statutory guidance which shapes what is taught to our young people. Yet, it is only the beginning. What is not in this document is the how. What it leaves room for is context, cohorts, teacher personality. Why this, why now?

I have recently been enjoying ’s book ‘KS3 The Ambitious Years’1 Mary makes reference, multiple times, to the often overlooked purpose of study and aims in the national curriculum, ahead of getting into the nitty gritty of the specifics. An invitation for individual schools to own their subjects and consider how learning can be brought to life for pupils within each discipline.

• So, where might you start when reflecting on autonomy within the curriculum within your own classroom and for wider teaching teams?

  • Take a focused look at long and medium-term plans. My experience is that these are engaged with less frequently now (much of my observations being at primary level). Yet, a disengagement with overviews of learning experiences over the year can lead to a lack of intention and clarity. Sitting down ahead of the new school year, with open minds and protected time (more on this later) allows teachers to get a feel, an almost lived experience, of how lessons connect. How understanding builds.

  • Evaluate the resources which are being used to support learning. Ensure that these are a help, not a hinderance. Do they leave room for teachers to make decisions about learning? Are they truly adaptable? Are teachers improving their own understanding through engaging with these resources? I have written more on this in, ‘The joy of lesson planning’. Take a look!2

2. The culture

When I reflect on the question posed around consistency of approaches to teaching and learning experiences, of course a school’s culture was also being made reference to within the feeling of trepidation. I am a fan of the work Jonathan Lear, who I am fortunate to have heard speak multiple teams. His work on curriculum and development of the idea of ‘guerrilla education’3 took me back to my early teaching days. The times where I would internally question why I was being asked to write reams of feedback in my year 1 pupils’ books that most of them couldn’t read. (The answer? For Ofsted).

What Lear speaks of is the nodding along to messages passed down from leaders (who are often passing this down from policy, guidance, or compliance) and then interpreting this in a way which actually matters to the children. With autonomy, there may need to be a little “push back” or creative licence in actions. In my own personal experiences, autonomy is nurtured and supported by leaders. A thoroughness in ensuring that statutory expectations are being met whilst creativity is exercised.

• So, how does autonomy show up in a school’s culture?

  • In the time given to make informed decisions. Through deliberate professional learning design. Why does this need to be a whole-staff meeting? How are individual teacher’s interests being invested in? I have written in more detail about this in ‘Pragmatic professional development’4 - full of practical ideas!

  • In the time given to engage with lesson planning. There’s a theme here. Where pockets of time can be made for teachers, the results can be incredible. One school I worked at would get supply in for a day, coupled with specialist lessons or HLTA cover, and give year group teams (including their TAs for part of time) a day per term to plan the next term’s learning. Our engagement was high and the enthusiasm we felt for getting stuck into the learning experiences which really mattered for our pupils carried us way beyond this designated day.

  • Trust. This has to be present. Trusting teachers to make decisions about the adaptation of resources shared. Trusting teachers to engage with the professional learning pathways curated. Celebrating individual effort

  • s and ideas which have been tried out in class and have resulted in pupil’s success. Supporting teachers when a lesson they designed didn’t go to plan and reflecting on why that may have been so. Continued professional learning for teachers can only happen effectively when it is rooted in trust. I have written in more detail about ‘Trust’ in a previous glimmer.5

Thoughts and musings

I have been thinking about poetry. Often. This is nothing new, the power of poetry to inspire and to provide access to all when writing creatively has resonated with me since I myself was at school. The prominence of thought of late has come as a result of a few experiences I have recently had:

• Attending a Pobble writing moderation webinar with guests Dandelion Learning, where poetry was explored as an empowering medium which creates space for pupils to ‘Write with creativity’ allowing their teachers to ‘assess with clarity’. Challenging the misconception that a poem may not be a valuable piece to put forward to showcase a child’s writing skills.

• Listening to panellists at The English Association Conference discuss how the art of poetry allows writers the opportunity to express their ideas, thoughts and feelings in a variety of forms and structures. This was particularly interesting to consider when viewed through the lens of climate education and sustainability (more on this later).

• Using Kate Wakeling’s poems (namely ‘Grandma and the Sea’ in her incredible collection Cloud Soup) with a class just last week, where the engagement, responses and subsequent writing outcomes (chosen independently by the class - not as part of the lesson) were just incredible.

I have shared a previous ‘glimmer’ exploring why poetry may be overlooked and potentially side-lined within the curriculum, particularly in primary settings.1 Teacher confidence and perhaps personal experiences of reading or writing poems may discourage poetry from being explored overtly, instead showing up in one week units towards the end of a term to ‘tick the genre coverage off’.

In today’s glimmer, I would like to continue to make a case for the power of poetry, particularly when considering our collective hopes of making reading and writing accessible, ambitious and available to each and every young person.

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Ideas and practical suggestions

So, if you would like to give poetry more prominence in your curriculum, what might be helpful to consider? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as more of an intentional opportunity to evaluate how poetry shows up in your pupils’ learning experiences, alongside where there may be room for more investment and development.

At The English Association Conference we were gifted with the opportunity to hear from a range of professionals and literary enthusiasts from all corners! One of the comments which landed so powerfully with me from the day could easily have been missed. Dr Jo Clement, poet and Assistant Professor of Creative Writing, specialising in poetry at Northumbria University, has recently started visiting schools to share her poems and expertise. She reflected on this experience during the panel discussion and shared that she was, ‘interested in finding out what the children want from me’.

This of course got me thinking.. How often might teachers and leaders (myself included) organise brilliant experiences for their pupils to celebrate the power of writing, perhaps through poet or author visits or creating themed days full of activities, yet miss what the children are actually looking for from this experience? Of course, celebrations and special visits will be organised with the best intentions, yet if the planning is driven by the event itself, might we be missing such a seemingly obvious part of the puzzle. The children’s wants and curiosities?

And this is where poetry, once again, become so powerful. It is open to interpretation. It comes with an invitation to make it your own. Carries within itself a spark of motivation to be taken further.

1. Nuance of language.

The theme of last year’s National Poetry Day2 was “play” (this year’s is “wonder” if you would like to get ahead with your thinking and planning!). I marvelled and celebrated this concept linked to poetry in my recent glimmer, ‘Words, words, words’3 There is a power in the study of vocabulary and language which poetry affords the reader. This is particularly effective when pupils understand that they can select the words and phrases which most matter to them. Which communicate their meaning in the way that they intended.

• So, how can a focus on vocabulary and word choice empower pupils in their exploration of poetry?

  • As promised, this is where I would like to return to the session at The EA Conference which really did get me thinking. The discussion around the possibilities which are available to use words to describe the planet. Are the language choices made hopeful or anxiety-inducing? Are we talking about ‘global warming’ or ‘global heating’? Are plants known by their scientific names? Is there an opportunity for ‘radical hope’ in how children are educated about climate and education - especially through the opportunities which English affords? As part of this session, we were directed to the incredible work of UCL, signposted by Helen Jones (Lecturer in Primary Education). You can find FREE lesson planning and CPD resources to support with ‘Teaching for Sustainable Futures’ here.

  • In addition to our exploration Lorna Smith (Associate Professor in Education, PGCE English Subject Coordinator at the University of Bristol) invited attendees to write our own haikus or other poetic expressions based on the session (picture shared below - look at those incredible sticky notes!) This got me thinking - are there opportunities for us to invite our pupils to respond to learning experiences using a poetic form? In doing so, what might we uncover or create a channel for?

    

  • My final two ideas and practical suggestions are linked to agency. Poetry can create a real sense of agency. In both spoken and written forms. Inviting pupils to read poems aloud, to themselves, to a partner or if they would like, in front of a class or larger audience, can be incredibly powerful. Acknowledging and celebrating that how a poem is chosen to be read is unique and personal to the reader. Experimenting with the effects of the punctuation or the poetic devices which have been deployed. This is a joy and an important opportunity. It is valuable and doesn’t necessarily need to be observed, captured or assessed.

  • My second idea and suggestion which demonstrates that poetry can increase agency is around motivation. Like the teachers who I mentioned at the start of this piece, negative experiences of poetry can plague the pupils as much as the adults. The perception of, “I don’t like poetry,” said with a closed mindset. Yet, when children allow themselves to lean in, to experience the poetry. To not be heading straight for the analytical and critical, something special can happen. A connection which can create an outlet. Those moments when pupils are motivated and inspired to write their own poems truly are special.

2. A plethora of poetry

Another caveat to my the subtitle of my glimmer today - why now? Well, for many, schools are entering into those final weeks before the long summer break. If you are reading this glimmer having already reached the finish line, you may be considering ways to welcome your new cohort of children when you return (after a lovely long holiday of course!) I would highly recommend taking a look at the resources below as you are making these plans. The benefits of exploring poetry with your pupils really are innumerable.

• So, how might you look to embed poetry in lessons (across the curriculum) and daily experiences? What could be actioned to ensure that contributions from the children are welcomed?

  • Poet visits. One of the most powerful ways in which you can bring poetry to your pupils is by arranging for them to meet real-life, published poets. These experiences are not only beneficial for you pupils, but also for your staff. If you have perhaps identified a lack of confidence or engagement with poetry from your staff, learning from a poet is an incredible CPD opportunity. I write a lot about ‘glimmers’ being rooted in authenticity. Opportunities created as a result of an author visit truly are just that.

    I would love to hear of further poet suggestions in the comments. My short but mighty offering today includes:

    • Jo Clement

    • Brian Moses

    • Joshua Seigal

    • Kate Wakeling

  • Awards. Another way to increase pupil engagement whilst investing in teacher knowledge and enthusiasm is to follow annual poetry awards. Many also offer shadowing experiences. Do take a look at the opportunities below - full of resources and ideas to get you started:

    • Poetry By Heart

    • CLiPPA

  • Signposting resources. It is completely understandable to consider that the breadth of poems available to explore and uncover is so vast that selecting collections can be daunting. Only last week did I teach ‘The Magic Box’ by Kit Wright (a really fantastic poem but arguably a fail-safe and a go-to in schools) for what felt like the twentieth time. In the spirit of the uncovering of glimmers, I hope this list of resources to support with uncovering poetry is helpful:

    • Poetry Resources – Searching for Excellence

    • Just Imagine Book Reviews - Just Imagine

    • The Children’s Poetry Archive - Listen to the world's best children's poetry read out loud.

    • Poetry | Centre for Literacy in Primary Education

    • UKLA Poetry Resources - UK Literacy Association

Thoughts and musings

Here, in England, it is writing moderation season. A time of year that at the start of my career (and particularly as a novice English leader) filled me with dread. My experience then was of schools crossing their fingers in the hope that they were not selected for moderation, full of palpable anxiety and trepidation when the moderator walked through the school gates.

So how wonderful to now recognise that, for so many, this is no longer the case. This time last year, I was lucky enough to join Laura Bailey and Pobble’s remote moderation writing team to find out how they are literally re-writing the narrative about a statutory process which is just so much more than this. It is a celebration. A conversation. A professional learning experience. A moment to pause and reflect. I wrote about my initial experiences of writing moderation re-imagined over on my website, do take a look:

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Ideas and practical suggestions

So, what further ideas have I discovered in my second season of writing moderation, and how do I feel these could be helpful to you as a teacher or a leader? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as considerations ahead of the next academic year, where moderation is thought of as a sustained professional learning process, rather than standalone sessions rooted in accountability rather than celebration.

In today’s glimmer, I would like to continue to shine a light on the positive aspects of a process which may not immediately bring these thoughts to mind. The moving away from a stigma of moderator vs school/leaders/teachers towards the view of the process being collaborative. One that is led by the teachers and rooted in the celebration of the writing of pupils (and the carefully considered learning experiences which have been crafted by their teachers). To do this, I would like to explore my observations ideas and practical suggestions through the lenses shared below.

1. Conversations about writing happen throughout the year

I have been in the position, many times throughout my career, of organising writing moderation staff meetings. These have certainly been successful and supported teachers and leaders in making robust judgements and increasing their confidence in the Teacher Assessment Framework at the end of KS2.

However, it is in more recent years that my understanding of the importance of regular conversations about pupils’ writing has really risen to the surface. It was not that I wasn’t keen to talk about the achievements of the writing of the children in my class, or that I didn’t regularly bend the ear of my colleagues to discover if their class were still not securing the correct punctuation of speech (practising with dried pasta anyone??), it was more that the practice was not ingrained as one where we were linking our conversations to the judgements we might be making. This applies for teachers across the school, not just in Year 6. Conversation may be fragmented and land on one particular skill, rather than acknowledging the variation of choice and application which made the writing successful (or less so). It is the inadvertent feature spotting and box ticking which can fragment discussions about the success of a piece of writing, rather than the focus on intended audience and purpose, which will strengthen it.

• So, what may be considered to ensure conversations across the year (and the year groups) are purposeful and support teachers’ summative judgements?

  • Create banks of exemplar writing within your school. This is such a powerful tool to commit to creating. In England, the government provide assessment exemplifications for the standards at the end of KS2. These are an excellent resource which all teachers (not matter the year group they work in) should be familiar with. Building an internally moderated (and externally moderated if you have undergone this process and have validated collections) bank of writing allows regular conversations about progress and attainment to be directed back to your anchor.

  • Make time in staff meetings to celebrate writing. When extended pieces of writing are completed, protect time to read these aloud and celebrate them with your colleagues. Make reading pupils’ writing aloud a regular habit. Settle into the role of the audience. The recipient of the child’s writing. Discuss with your teams the impact. How did the writing make you feel and how did the child achieve this effect?

  • Ensure all teachers are familiar with the Teacher Assessment Framework for writing (or similar document(s) which you use for summative assessment if you are not using the British national curriculum) so that they are getting into the habit of assessing the pupil’s ability to write for an audience and purpose, before drilling into the nitty gritty of grammar and spelling.

  • Frame conversation in celebration. Normalise and promote the habit of celebrating what individual and groups of children are achieving. From those informal conversations in the classroom to the little notes home to parents and carers. Writing achievements may also be a celebration point in school assemblies, visits to senior leaders or other significant adults in school and even on displays or school websites. Let’s look to what our young writers can do ahead of immediately jumping to their next steps.

2. Think purpose and audience, rather than ticking off lists

To continue to grow this culture of writing for purpose and audience (ideally effectively and with a deliberate application of chosen grammatical devices and the inclusion of powerful language) talk around authorial choice needs to be central. The tools we empower pupils to achieve this with are secondary. Creating a culture of reading and sitting with a piece of writing, ahead of pulling it apart in the process of analysis, is key.

• So, how are considerations of audience and purpose at the centre of curriculum choices and conferencing conversations with pupils?

  • Explore your model/mentor text with the pupils by considering the effect the writing has on them as a reader. The authentic experience of reading a text which elicits a reaction. If a text hopes to create suspense, explore why a gasp was omitted after a certain line. If a paragraph hopes to entertain and causes pupils to laugh out loud, what was the particular word or line which teased this out? Exploring writing through concepts is a powerful way to shift curriculum experiences to consider audience and purpose centrally. The Opening Doors approach to English is grounded in using a set of strategies and principles which invest in curious explorarations. Do take a look at writing outcomes from Opening Doors units on the Crown House website.

  • Carefully consider the outcomes of the writing experiences you are curating for your pupils. During this writing moderation season, it has been so wonderful to celebrate the range of choice which pupils are given within their writing. Strength in writing has often been visible when teachers are able to share a little around the journey the writer went on and the volitional choices which were available for them to make. This may take the form of choosing their own book to review, creating a new character for a story or deciding which element of a topic interested them most ahead of writing a non-chronological report.

  • Exercises which value reading aloud. This has been one of my main takeaways from this year’s set of moderation visits. The moment when the teacher themselves, or another adult involved in the session, brings the pupils words to life. Lifts them off the page, taking note of the deliberate punctuation choices and sentence lengths. It is through the reading aloud that the writer’s intentions come to fruition. Making time and space for oral rehearsal, peer responses and subsequent editing is just as valuable.

  • Invest in training. I hope that my insights and subsequent ideas and practical suggestions are useful as you reflect on you writing moderation opportunities across this academic year. Equally, there may well be elements of what I am suggesting where some extra support may be welcomed. I could not recommend highly enough the dynamic and responsive packages and training options which are provided by Pobble. These materials aim to invest in teacher confidence over the year and across the key stages. A model which seeks to empower teachers and celebrate writing achievements. Do have an explore for yourself and contact Laura Bailey to find out more, this will be a conversation which you will be glad that you took the time to have, I am certain:

Pobble Moderation - Find Out More

Thoughts and musings

Earlier this week, I had the pleasure and the privilege of joining , , and for a Substack community webinar. The idea had grown organically, between a group of educators who had met through writing on the platform and felt a common thread of the messaging within, and motivation for, their writing. The purpose of the webinar? To join together to create a community space for those in education who may be interested in making teaching feel that little bit lighter.

As each educator spoke about their initial (and sustained) motivations to write on Substack, a shared purpose continued to emerge. That of hoping to share insights, practical support, research and ideas which lived experience in the profession affords. A want to use the platform, through the outlet of regular writing, to share these findings with readers who may be looking for a solution, a little inspiration or an invitation to spend some time thinking more deeply. A combined professional curiosity and commitment to a love of continued learning was evident - and celebrated.

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Ideas and practical suggestions

So, how would I summarise the conversations which took place during the webinar and what might these mean for you, especially if you have been thinking about sharing your thoughts and experiences on Substack? Below are two suggestions, which I hope can be actioned with minimal time spent preparing. Think of these more as prompts and considerations - which may well spark a glimmer within you!

The purpose of the webinar was not to advertise Substack as the sole place to be sharing thoughts through writing - not one of us are affiliated with the platform. Yet, an encouragement to ‘give it a go’ if you feel you may have something to share (which I whole-heartedly believe every single person in education has) was repeatedly shared as we all spoke about our experiences. Substack was also referenced as the space and place where we all felt that diverse views around educational practice, policy and pedagogy is encouraged and respected. Conversations are often sparked through comments or as posts - people are encouraged to have an opinion, to be curious, to agree or disagree. It’s almost like having a huge virtual staffroom where a buzz around teaching and learning is present - and encouraged.

With this in mind, alongside digesting each writer’s unique perspectives, posts which have resonated with readers and future thoughts and actions, I feel it would be helpful to explore these through the lens of authentic motivation. Grounded in the human. Writing without agenda but writing to connect, to build community.

1. Just write

The formation of the webinar provided a space for each educator to speak about their:

• experiences in education to-date

• motivations for creating their specific Substack page, who they write for and why they choose to write - regularly

• observations of posts which they had written which had resonated with readers and why they thought this to be the case

• thoughts on what they may write about next - and what this is influenced by

It was incredibly interesting to hear about each individual writer’s journey. Each unique but aligned due to a feeling that they felt they had something to say, which turned into a want to put ‘pen to paper’.

• So, if this resonates with you, but perhaps you haven’t taken that first step into writing (or perhaps publishing) a piece, how might you proceed?

  • ‘I wanted to write about what I needed when I didn’t know what to do’, a motivation for writing shared by Kireran, the author of . Gosh, did this land! Shared nodding of heads. A feeling of wanting to support, hoping to reassure others that they are not alone. Kieran writes eloquently and authentically about supporting pupils with SEMH needs. He is not a writer by trade, but has honed his craft through creating regular articles and posts.

  • This building of routine, creating an outlet to regularly sit with your thoughts and experiences was commented on by as an incredibly effective way to create a frame for regularly writing. As Mary shared, overcoming any fears or self-doubt about putting ideas out into the world allows us to explore that which may be self-evident or ingrained within ourselves, but brand new and exciting or (as Kieran reflects) incredibly helpful to others. Writing allows us to ‘witness, absorb and critique or own practice’, Mary suggests.

  • , author of , explored this idea further - commenting, ‘You don’t know what you think until you write’. She goes on to explain that attributing focused time to writing allows her to shape her thinking. A space to sit with your thoughts and ideas and to almost play them out. This is where the concept and invitation of “just writing” emerges. It was Mary who nudged me to get started with writing on Substack. I had never written in this way before. My first thought was, “I couldn’t possibly - I am not a writer.” The second was a nervousness about putting these ideas out into the world. “Who would want to read what I want to say?” Fast-forward almost two years and writing weekly on Substack has invested in my professional learning and understanding in profound ways. At almost 1000 engaged readers spanning 39 states and 46 countries perhaps my thoughts, musings, ideas and practical suggestions are slightly more valuable that I gave myself initial credit for. Just. Get. Writing.

  • Regularly. To end my first idea and practical suggestion, the commitment to creating a schedule, to embed reflective writing into habit is shared amongst the webinar guests. There is a reason my ‘glimmers’ land in your inbox every Thursday at 8am. who writers commented, ‘consistency is key’. Celebrating a recent milestone of reaching the newsletter’s 3rd anniversary, Adrian reflected on the benefits of his commitment to regular writing. Start small. Build up. Keep going.

2. Rooted in authenticity

Another common thread between the educators who joined the webinar was their shared motivation to write with authenticity. A clarity around what they are writing, why and who for shone through. A mindset which privileges the “we” in education, the investment in contributing to a global education space which is tackling both shared and unique issues.

And, of course, showing up as your authentic self carries a vulnerability which in both parts can seem a little scary, but also allows for connection with others who may be experiencing the same difficulties, frustrations and doubts. Equally, authenticity allows you to side-step policy and compliance and focus on the heart of the classroom. It creates space for your ethos and purpose as an educator to shine through.

• So, why was writing with authenticity a topic which was returned to in our discussions and what could this look like for you?

  • began talking about his experience of writing on Substack as an outlet to write for himself and to reflect as an educator. He went on to describe a post that means a lot personally to him, which also resonated deeply with his readers. Writing about his own difficulties with reading and how reader identity shapes experiences within society. Pertinent. Relevant. Moving.

  • I believe this is why the 5 of us have chosen to write on Substack, and to subsequently share our experiences of it. It feels like a safe space to be vulnerable. described it as ‘serious and thoughtful but not po-faced’ a place to talk honestly and openly and not shy away from important issues.

  • Kieran (writing ) recounts many personal stories within his posts. It was moving to hear Mary share the impact of one of these as she had read along with Kieran’s practical and thoughtful suggestions. The power of sitting alongside a child experiencing emotional difficulties. The importance of not always having to take an action.

  • also shared experiences directly from the classroom and her personal life, with one of her most recent posts being inspired by a family holiday where her son had requested listening to a story when being gifted a pair of headphones. Yet more evidence that audiobooks deserve an established place in what is considered ‘reading material.’ Anna’s lived experience of teenage reading habits truly is gold!

  • (the OG Substack writer) with a plethora of articles in the archives, writes with such authenticity. I always feel that Mary is speaking to me directly. ‘KS3 The Ambitious Years’, Mary’s new book, just landed on my door step last week and I can’t wait to take a look. Steeped in authenticity, Mary’s posts combine research and lived experience. Real schools. Real pupils. Honest reflections.

  • Writing is for everyone. I hope that these brief summaries of each writer’s authentic intent encourages you, as a budding writer, that your words and experiences matter. The more authentic, the better. This is not scholarly writing. This is the writing of the educators for the educators.

As a ‘glimmers’ reader, I am sure you will already know a little about my motivations, general thoughts and experiences. I am led by glimmers. Those moments that show up in the day-to-day which remind us why we entered the profession in the first place. Moments of hope and humanity. To read more about what exactly a ‘glimmer’ is, do revisit:

Of course, I would highly recommend taking a look at (and subscribing to) each guest of the webinar’s Substack page. The breadth of experience, perspective and authenticity will intrigue, inform and engage. For starters, you may want to visit the posts referenced today (shared below). I am sure I speak on behalf of all the educators who were part of this special event when I say, do get writing, do give it a go and do let us know how you get on!

• Co-regulation Beyond The Classroom -

• Year 7, 8 and 9 are not spare years -

• With a Servant’s Heart -

• Beyond the page: why listening counts as reading -

• Mattering -

Thoughts and musings

This week, I have been thinking about words. Vocabulary. Language. Within a school-based context but also within my personal life. When I moved to Spain, over 11 years ago, I could speak very little Spanish. I was incredibly naive in thinking that I would be able to get by with English alone. There hadn’t been an intentional reluctance to learn Spanish, I was just left with very little time between being offered the role and packing my life up to move abroad.

I have always found learning new languages challenging. Partly, the confidence to ‘give it a go’, even if my accent isn’t quite right or the shade of the word is not perfect. Yet mainly because languages can come with so many rules and I found these overwhelming. The conjugating of verbs and the array of tenses. However, after my initial panic that I was unable to communicate with the wonderful people of Valencia, I very slowly began to acquire…words.

To begin with, these were few and far between and I would use them tentatively. One of the first? Bolsa, meaning carrier bag (yes please I would like one of those for my shopping). Little by little words turned into phrases and I particularly enjoyed the ones that were informal and made me sound like I fit in (que tengas un buen dia - I hope you have a great day!) I also began to collect some favourite words. Ones that felt fun to say (la libélula - which means dragonfly. How wonderful!)

Having just returned from Ibiza, where I celebrated my 40th birthday with friends and family, I am feeling freshly immersed from a number of days speaking a language which holds such dear memories and proud accomplishments for me. As I chatted to the hotel staff and waiters in Spanish, I was so pleased to recognise the muscle memory which had remained, and the delight in the faces of the locals which was expressed when I tried to speak in their mother tongue.

So, of course, this got me thinking. When do words and language actually begin to really mean something to the speaker? Can we recognise in ourselves (and of course the pupils who we teach) when landing on the “right word” really has an impact? Are we able to reflect on times where language has felt empowering (and perhaps also those occasions where it has felt the opposite)?

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Ideas and practical suggestions

So, what can taking a moment to deliberately reflect on words and language reveal when thinking about the opportunities we present to the children who we teach? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as considerations for sharing ambitious and technical vocabulary with your pupils, particularly when evaluating how these words and phrases will empower them.

1. Start with the ‘why’

I would hazard a guess that many of you working in schools will have a line (or perhaps a dedicated focus point) on your school development plan which is linked to increasing the use of ambitious and/or technical vocabulary for your pupils. It is a wonderful aim to have. And incredibly important, particularly as for many pupils they may not have the opportunities to experience wide ranges of language beyond the school gate. There will be many reasons for this, and these will be incredibly contextual.

This is where the ‘why’ is important. Yes, there are feelings of accountability in place that may leave teachers and leaders with the pressure that certain word lists have to be taught and in some way ‘assessed’. Accountability is not always a bad thing in this respect, if it draws your attention to words which can support pupils in acquiring a more sophisticated grasp of language which they may not otherwise be exposed to. Yet, if these lists of words become a ‘tick list’ in terms of how they are taught, displayed and/or “checked up on”, then the power that they present for pupils to use these, to own them, is diminished.

• So, how can starting with the ‘why’ ensure that words are rooted in power rather than compliance?

  • Talk about word lists with your teaching teams. Make this an exercise which sits at the forefront of team meetings and lesson planning sessions. Which words do we want our pupils to know and why do we think these are important for them? When word lists remain generic, they can feel heavy and burdensome. When they are lifted off the page and placed into a real-life context, they become purposeful and empowering. The words may be topic based or technical. They may be words associated with a subject discipline. You may feel it important to plan a progression of these words and consider how they are built on or embedded. As these exercises are completed - keep returning to the ‘why’.

  • Speak to the children openly about the choice of these words. Once again, if words are presented on laminated cards and placed into pots on tables, or printed out and stuck up with no real intention on displays, these often rather intimidating lists quickly lose any meaning or value. Talk to pupils about why we are introducing words at particular points of learning. How words relate to each other. How each particular word can hold power - and why. Make the words fluid and changeable. If you are a regular ‘glimmer’ reader you will know my love of sticky back plastic to make updating words easy. Think about the interactive nature of how these words are taught, captured, displayed, built on. Consider how they can be made personal. Do children have their own jotter where they can take note of any words which they particularly enjoyed when reading a book, or within class or group discussions? Hand the power (and choice) over to the pupils.

For more ideas on how vocabulary can be purposefully (and creatively) embedded into your classrooms, I would recommend reading:

Claire Gadsby’s ‘Dynamically Different Classrooms’

If you have been considering how to develop purposeful, disciplinary language within, and across, your curriculum a must-read is:

Shareen Wilkinson’s ‘Disciplinary literacy in primary schools’

2. Then plan the ‘how’

Once you are clear on your intentions for the words you have chosen to share with your pupils (where conversations have been had with team members and the children) how you use words to inspire and empower is the next consideration. For a moment, let’s return to my time in Spain, where initially language felt intimidating and overwhelming. It was certainly a barrier to me and often left me speechless and feeling underconfident. Yet, when I could see that the words unlocked something (be that transactional or in an expression or acknowledgement) suddenly they became a little more appealing.

One thing that I attribute my successful language acquisition to was the supportive friends who I met in Spain. They let me practice quietly but also encouraged me to have a go. They were on hand if it all got too much, but would never step in unless necessary. As educators, creating positive conditions for learning for our pupils is integral. Just as much so, is a feeling of productive struggle. And of course, the celebrations which are unleashed when a chosen word is used in a correct context or has achieved an intended impact.

• So, how can opportunities for pupils to feel successful with language be curated and implemented?

  • Make words fun. Play with them! I was so pleased to hear that the theme of this year’s National Poetry Day was play. When the biggest and most complex of words can be enjoyed and “messed about with” a barrier is broken. The value of oracy is of course integral here. Speaking words out loud in different voices (whisper, grumpy, high-pitched) to yourself, a partner, the class. Breaking the word down into parts. Putting it into a funny sentence. Seeing how many times you can get the word into conversation during the day. Playing with words encourages lightness and accessibility - for all.

  • Encourage the children to measure the impact of their chosen words. Whether this is through the medium of speech or writing - ideally, both! When reading texts from accomplished writers, stop and take deliberate pauses to consider how a particular word or phrase makes you feel. And ensure that the pupils know that this effect has been intentionally achieved by the author who chose that word. Get curious. Replace words for another with a similar shade of meaning - or in fact the total opposite. Use the editing process to allow pupils valuable time to make changes and evaluate these.

  • Play with language. Slightly different to playing with words. Instead this allows children to delve into the world of puns and jokes. I have seen children of all ages and abilities roll around with laughter when a punchline finally makes sense to them. No matter their “reading age” or where they are sitting on your formative or summative assessment data grids. Then,

  • listen as they repeat this pun or joke to a friend, staff member or parent. As they show enthusiasm for writing their own. This is the power of words and language in full force! Marie Zarro on LinkedIn recently shared a wonderful post about the power of jokes, she is even thinking of creating a “joke wall” to support with brain breaks. Just wonderful - do take a look!

One of the best poets for manipulating language to create jokes and word play that really do land with the children is Joshua Seigal. Take a look at his book:

‘Who Let the Words Out’

Bob Cox talks about ‘curious explorations for close reading’ and brings words off the page and to life, have a watch:

Bob Cox’s ‘Curious Explorations’

Thoughts and musings

This week in the UK the majority of schools are on their half term break. A pause ahead of the final half term of the year. I really can’t believe how quickly this academic year has flown. I am not certain if the increase in speed is due to another year in the profession and an increasing familiarity with the rhythm the year takes - or if time is moving more quickly for everyone. Thoughts always welcome!

In today’s ‘glimmer’, I would like to take a moment, during the break you may be experiencing (or as a little encouragement to temporarily join us) to recommend a few interesting reads, upcoming events and thought-provoking listens. As always, please do add in anything that I have missed in the comments. It was wonderful to hear many pieces of feedback around the importance of community after last week’s article.

Sharing in the education world really is caring.

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Ideas and practical suggestions

So, what would I recommend as the school year tips into its final term of the year to read, join, watch and listen to? Below I have shared a range of recommendations which I hope may spark some interest for my wonderful ‘glimmers’ readers. For those who are currently on a break - rest, reinvest and…enjoy!

To read

• If you are thinking about your current (and future) curriculum offering and are keen to explore this through ‘stories, stance and pedagogy’, reading ’ practical and thought-provoking book #Botheredness is a must! Ethos into action right there. You may also like to visit Hywel’s website, which has a range of free resources:

  #Botheredness

To join (online)

• Daisy Education’s International Reading Conference enters its 5th year and as well as it being completely free to attend, it is also online meaning it is accessible for everyone! Even better? All sessions are recorded, so once you have registered you will be able to watch back at your convenience. There are a whole host of brilliant speakers including Charlotte Hacking, Jon Biddle, Andrew Ettinger, Jessie Rickets, Sarah Mosley, Kelly Ashley and Sarah Mears.

  I am pleased to share I will also be sharing my thoughts, musings, ideas and practical suggestions about ‘Engaged Readers - Culture and Curriculum’.

Register here

To listen

• A colleague, and friend, recently recommend this brilliant BBC Radio 4 podcast series to me, entitled ‘How Reading Made Us’. What a considered and thoughtful listen. I would highly recommend to anyone who is interested in the history of reading alongside current circumstances which may see relationships with reading (for adults and children) change.

How Reading Made Us

To watch

• I have signposted the generous resources on The English Association’s website many times. Their focus points (and guest speakers) for webinars are not only relevant, but also incredibly engaging. Their recent exploration into close reading and creativity was both interesting and rooted in practical realities and considerations. I also enjoyed Bob Cox’s further thinking around what the Opening Doors approach to English offers for increasing interest, creativity and engagement in reading.

Close Reading is Creative Reading

Opening Doors to creativity

To attend (in person)

• If you are in the UK, and have an interest in primary and secondary English, two exciting opportunities are on the horizon. The English Association and NATE (National Association for the Teaching of English) both have their annual conferences around the corner. Tickets are still available for both and they promise to offer opportunities for conversation, collaboration and community-thinking around the most important areas of focus for English.

  We are certainly in a time of ‘evolution not revolution’ in England, as we await the first iterations of the updated National Curriculum programmes of study. Every voice will be powerful during periods of consultation, so connecting in with like-minded folk may well be just up your street.

  I will be attending both conferences and would love to see you there (do come and say hello). I will be with Opening Doors colleagues at The EA conference and sharing a session around purposeful transition from KS2 to KS3 at the NATE conference. Tickets and further information can be found below:

The EA conference 13.6.26

NATE Annual Conference 7.7.26

Thoughts and musings

You may have seen the exciting news, that on Monday 8th June (from 15:45 - 16:30 GMT) , , , and will all be taking part in a free community webinar. All 5 Substack writers are proudly united by a desire to contribute to conversations about education which:

• focus on practical classroom strategies

• shine a light on useful research

• remind teachers & education staff that there are people out there thinking carefully about effective (and authentic) classroom practice

Book your *free* place

The purpose of the webinar is to have the opportunity to talk about motivations for writing regularly, share posts and ideas which have resonated with readers and signpost any future areas of focus and consideration. There will also be an opportunity for Q&A. All are warmly welcome (whether you are a subscriber to Substack or not) - we do hope that you can join us.

This webinar of course got me thinking about community and collaboration in education. How important this is but how challenging it may sometimes feel to cultivate. Educators are busy, there is no denying this fact. Schools are fast-paced settings which are required to respond in real time to a range of ever-changing needs. Those of of the children, their family members and wider education policy, decision making and accountability processes.

In these moments, it can be incredibly easy to lose sight of your ‘why’. The motivating factor which propelled you to take the important step into joining the education profession. The parts of your personality and interests that create that integral sparkle and interest which make you, as an educator, just so wonderfully…you! It is in these moments that education can feel heavy.

In my role of Lead Practitioner, in a 10-form entry British curriculum school in Dubai, I found myself in the privileged position to be able to cultivate a little more community, curiosity and teacher autonomy. What I learnt during my time in this role formed the basis of my glimmers. The focus on teaching and learning allowed me to discover that webinar, read that article or attend that course. I then developed accessible ways for teachers and leaders to interact with these findings - recognising that they were busy and often needed straight-forward signposts, headlines and key takeaways.

Substack is an incredible platform for conversation about education. I recommend it to schools I work with daily. It is a place where educators come to share their ideas and to discover new ones. It certainly is a community where I have personally found that I can grow and engage in my own learning and reflection. It is a platform filled with generosity - and community spirit. Where pupils are at the centre of conversation and teachers’ continual learning journeys are invested in - in meaningful and practical ways.

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Ideas and practical suggestions

So, in addition to joining our Substack community webinar on the 8th June, how else might you want to take a moment to make education a little lighter - for yourself and your colleagues? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as more of an intentional pause and the taking of a few steps which invest in your interests and motivations within education.

1. Keep an eye on your ‘why’

This is where the lightness lies. Where the glimmers emerge. Your ‘why’ can be revisited through moments which you recognise as success. Through a conversation which physically (and emotionally) lights you up. It may emerge from a new challenge or from revisiting a forgotten interest.

I have shared a number of ideas and practical suggestions for re-engaging with your purpose in education in my previous glimmers:

2. Find your tribe

I absolutely think you will find them on Substack. What is wonderful about the education community who are writing and commenting, is that once you find one person or idea that resonates you quickly snowball into another. The ‘Reads’ section of one writer is helpful to find further thinkers who may also resonate with your interests (or in fact those who may be able to help you solve some problems).

In addition to joining Kieran, Mary, Adrian, Anna and I for our informal chat about all things education (Substack Community Webinar Tickets, Monday 8 June • 3:45 PM - 4:30 PM GMT+1 | Eventbrite), you may also be interested in reading:

Thoughts and musings

In a few weeks, I will be leading a staff training day focusing on raising pupil participation and engagement. When approached by the school’s leader with the brief, I of course got incredibly excited. An opportunity to spend a number of focused hours exploring ideas and practical suggestions with teaching staff - the aim being to capture children’s interest, increase their feelings of belonging and consider means of motivation. Well, this is where the glimmers lie!

In preparation for the day, I have been reading back through some of my previous glimmers, exploring further research and relevant articles and spending some dedicated time thinking and considering. Of course, from this a ‘glimmer’ grew.

In today’s ‘ideas and practical suggestions’, I wanted to share some of the main focus points which have come from a deliberate revisit of the actions, conditions and considerations which can have a positive impact on increasing all pupils’ engagement and capturing the interest of not some - but many.

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Ideas and practical suggestions

So, what might you want to consider (and explore further) when thinking about how to increase the engagement of your pupils. Below are two ideas which I hope can be actioned with minimal time spent preparing. Think of these as conversations starters with colleagues and small (but intentional) changes which you may make as we come to the end of this academic year (and when planning for the next).

1. Curriculum and lesson design

It perhaps sounds so obvious. Ensuring that a curriculum (and the lessons within it) is in place which is engaging to pupils and in turn increases their interest and motivation. Yet, particularly in recent conversations I have been having with teachers, leaders and education thinkers, it is perhaps the curriculum and the delivery (rather than teaching) of lessons which can be creating barriers to participation.

It is perhaps not a surprise to find that within two key documents released in England within the last few months, curriculum (and its relevance) is centrally positioned. The updated Ofsted inspection toolkit1 cites the importance of curriculum being rich and broad alongside it connecting to pupils’ real-life experiences. Similarly, the SEND whitepaper ‘Every child achieving and thriving’2 advocates for a relevant curriculum with high expectations for all.

Yet there feels like there can be a feeling of friction which can lie between the demands of curriculum objectives and a want to make this creative, meaningful and…engaging! Feedback that the current British National Curriculum is content heavy was reported on the recent Curriculum and Assessment Review Final Report3 . Within this an abundance of teachers shared that they feel under pressure to ensure that the statutory objectives are taught (often at pace) particularly when associated assessment procedures are tightly aligned.

Alongside my steadfast belief in ‘The joy of lesson planning’, I of course understand that restrictions (such as those on time and also any central decisions made as part of trust-wide curriculum choices) can make a complete overhaul of the curriculum challenging. Today’s glimmer is more of an offering of shifts and tweaks. Small changes that ensure that, as educators, we are fulfilling our professional duty and responsibility to protect our young learners from this feeling of ‘going through the motions’ and ‘ticking boxes’.

• So, what small shifts and considerations can be undertaken to consider if current curriculum and lesson design is engaging for all pupils?

  • Review when lessons take place and how links between lessons (and the feelings of anticipation within these) are presented to the children. I write about this further in my glimmer on ‘Attendance’. Inspired by action research projects at The University of Birmingham, Dubai4 which uncovered positive findings around consulting the pupils about what they liked to learn and when - definitely worth an explore!

  • Evaluate how lessons are taught to the children and the resources used to facilitate this. In a recent glimmer, ‘Instead of a slide deck’, I explore how planning and delivering content on screens may in fact be increasing passivity and depriving teachers of professional autonomy and creativity. For ways to make a change - take a look!

  • Examine how active children are at different points within the lesson (and also at points of transition). All children are different. Of course. It is what makes them special and what makes them matter. Participation for one will not look like participation for all. How can different strategies be developed which ensure that all children have the chance to share their ideas and responses, across the school day? My glimmer on ‘Participation’ shares some helpful tips!
    

2. Belonging and mattering

Of course, we may have curated the most relevant curriculum with our particular cohorts of children in mind with lessons which think way beyond a slide deck and encourage all children to get involved. However, if children are not feeling seen or heard (or are desperately trying not to be either) volitional involvement will be difficult to nurture.

What we are talking about here is attending to pupils’ SEMH needs. Understanding the unique lives of each child who enters our classrooms. It is the feeling we curate in our classrooms and how we uncover the needs, motivations and requirements of each individual.

• So, how can we exercise an emotionally intelligent and sensitive approach to increasing engagement in our classrooms and schools?

  • Make sure every child knows that they matter. Again, a statement which can sound so obvious but taking some intentional time to really assess what this looks like in our classrooms and schools (and the forms which it takes) can be incredibly beneficial - and powerful. My glimmer on ‘Mattering’ is inspired by the book of the same name by Jennifer Breheny Wallace. Its messages resonated deeply within me and connections to the classroom quickly emerged.

  • Consider how choice, voice and responsibility can seek to motivate pupils. Three words which can be used as an evaluation tool when reflecting on representation and belonging. Do pupils have these? Daily? I am always rooted in the reality of busy school environments and timetables, so of course these need to be manageable. Just checking in on how often these are exercised is a good place to start, as may be revisiting my glimmer on ‘Pupil voice’.

  • Understand that the physical classroom environment, and the culture within this, impacts pupils’ ability to develop confidence and independence. As the weeks wind down to towards the summer break, you may take some time to think about what has worked well in your learning environments this year - and why. You may also be thinking about your next cohort of learners, a potential classroom or year group move or maybe you’re just ready for a refresh. Taking a pause to think about ‘Walking the talk’ can support with the ways you bring your ethos into reality.

Thoughts and musings

I recently read ‘The Book Whisperer’ by Donalyn Miller1, after a recommendation from a close colleague and friend (Bob Cox2). I immediately knew it was going to be good as not only do I value this Bob’s opinions highly but when I shared that I had started reading it on LinkedIn, there were an incredible number of other educators who enthusiastically shared that this is a book which has positively influenced their practice and thinking.

The first thing I will say ahead of sharing my key takeaways, is that I highly recommend you also read a copy first-hand. It is a book written by a dedicated teacher for fellow teachers. It is practical, thought-provoking and adaptable. Three reasons (of many more) why I enjoyed reading it so much.

I would also like to make clear that today’s ‘glimmer’ is not necessarily a review, but instead a collection of the thoughts and actions which it prompted within me (and allowed me to make tangible links with my own experiences) that I hope may be helpful to share.

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Ideas and practical suggestions

So what are some of the main themes and ideas which surface from ‘The Book Whisperer’ which could benefit your own thinking about how you encourage your pupils to read? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as more of a suggestion of considerations which you may like to spend some time thinking about or discussing with colleagues.

1. Set your expectations high

It is clear in Donalyn’s classroom that she expects every child to be a reader. She lets her pupils (and the readers of her book) know this immediately. She sets the tone that everyone in her class ‘reads every day, all year long’.3 Now, this expectation may elicit a response which questions how volitionally children are encouraged to act if this level of expectation is placed on them. Yet, what Donalyn advocates for so skilfully is building reader identities with the children. Encouraging them to own and discover their likes and dislikes whilst adeptly offering them choice beyond their known authors and series.

In Donalyn’s class, the children are required to read forty books a year, which is of course met with a range of reactions from her students. What is interesting (and important) is that most of these Upper Key Stage 2 pupils rise to the challenge because behind the scenes, Donalyn has plans for the range of readers who she understands sit within her classroom (developing readers, dormant readers and underground readers’).4

• So what can be put into place to ensure expectations for regular reading are high whilst supporting all readers to be successful?

  • Let them loose with the books. Responsibility for interacting with books is high on Donalyn’s list of recommendations. She starts the year with a ‘book frenzy’5 which involves the children grabbing and recommending books from the classroom floor, before they are organised into the classroom library. While we are here, this may be a good time to pause and think about how books are organised in your reading areas. Always spines on show? Do take a look at the fabulous work of Hallsville Primary School in Newham, London6 for more practical ideas.

  • Be honest and authentic. Donalyn references ‘The Rights of the Reader’ by Daniel Pennac7 (which she recommends adapting and personalising with students) as a basis for discussing real reasons for choosing a book, alongside genuine (and valid) justifications for not continuing on. “Allowing” for this authentic discussion breaks down barriers as to what successful reading ‘looks like’ and can be ‘assessed as’. Expectations high but seeped in the act of being human.

  • ‘Meet Students Where They Are’8. Reflected perfectly in the aims and actions of The National Year of Reading, 20269., this concept links directly with knowing your pupils as readers. Sharing the expectation but not using this to feed into any negative preconceptions which children may hold around their reading abilities (and subsequent identities). My highlighter has been let loose on this quote, found on page 83:

    ‘It is important to celebrate milestones with students and focus on their reading successes, not their failure to meet requirements, which only serves to discourage students. Instead, I encourage and ask questions: '“Did you read more then you thought you would? … “Did you read books that you enjoyed?”

2. Identify the resources at your disposal

One of the many things I loved about this book was how I could easily see how many ideas could be implemented into the classroom the next day. Some involved creating resources, others having conversations (with pupils and/or colleagues) and many would require taking a look at things already in place and making an intentional change (be that physical or in perception/habit).

• So, what are some of the standout resources which Donalyn shines a light on?

  • To create: ‘Reader’s Notebooks’10 . Taking the form of an informal letter, pupils can make notes about their thoughts and feelings about a book, whilst also asking questions of their teacher - reader to reader. What is also important here is to recognise the dynamic which Donalyn focuses our attention on (as educators).

    ‘These letters are exchanges between a more experienced reader and a less experienced reader, not a list of questions probing whether or not Molly read the book’11

    I would also recommend taking a look at Just Imagine’s digital tool ‘The Reading Journey’12 which invests in building reader identity and empowers pupils to discuss and recommend the texts which they are reading. For a free trial for the Summer Term, be sure to contact: assistant@justimagine.co.uk.

  • To consider: what happens in the school library or classroom reading corner? Are all teachers getting involved with discussions about the pupils’ next reads? Are they excited about ‘library day’? Donalyn suggests modelling this giddiness from counting down until the next visit through conversation to browsing the shelves when the moment final comes - checking out a book and reading this alongside the children. Teresa Cremin et al. have produced fabulous work and research on the impact of Teachers as Readers’.13

  • To embed: regular reading. Not reading for “punishment” (as expertly explores in her most recent post, ‘What are we doing to put them off?) Reading when a task is finished, not as a place holder but as an intentional (and productive use of time). This comes as part of intentional framing of reading as an act which is activated during a moment of “down time”. A release. Not necessarily for pleasure or enjoyment, but to switch off and to escape into a book they have chosen, which engages them for a period of restful time.

www.lauraspargo.com

Thoughts and musings

Becoming a school governor had not been a consideration which was on my radar when I returned to the UK almost two years ago. Yet, when I was approached to fulfil the role by a local MAT who I had built a good relationship with, I quickly realised that it was an opportunity I could not turn down. Of course, there are the immediate thoughts around the time which the role requires, and of course this time is spent voluntarily. However, when I realised that in fact, this was workable alongside my existing commitments, I soon discovered that a number of my friends and colleagues are governors too!

Always wanting to consider and delve deeper, I was keen to find out the reasons why those around me had chosen to become a governor. For some, they wanted to give back to their local community. Others felt they had a skill which they could share. A number were parent and staff governors and were keen to be involved in the decision-making process within their school, viewed through a different lens. What definitely caught my attention was the role I had been approached to fulfil focuses on curriculum and I was keen to make a contribution based on my experiences and expertise. I certainly identified that this was an opportunity which would motivate me and also where I knew there would be lots to learn.

In the true spirit of my ‘glimmers’, looking for ways which seek to nurture the positive perceptions within the profession, the role of a governor quickly sparked further thoughts. Particularly around considerations of the different ways in which community and contribution can be amplified. In a previous post, ‘Coach, Commitment, Community’1, I explored how finding ways to be involved within education beyond the classroom can fulfil opportunities which may not be present in the day-to-day. In turn, investing in a deeper understanding, process of reflection and feeling of value. At the time, becoming a governor had not been a suggestion which I had included within my recommendations, but now I can see I was missing a trick!

Depending on where you are based in the world, a governor role may not be available or perhaps may have a different title or set of responsibilities and requirements. Yet, many schools have opportunities to contribute to the community in varying roles which sit under the umbrella term of being a ‘stakeholder’. Therefore, I do hope that the ideas and practical suggestions below resonate within your context and setting. As always, I would love to hear any personal thoughts or feedback in the comments below!

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Ideas and practical suggestions

So, what might becoming a governor add to the experiences and insights which you already have in education? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as ideas to explore if you are interested in developing your contribution to a school community through a different role – and lens.

1. Which governance role may suit you best?

One of the many positives of this multifaceted role is the fact that there are a number of governance responsibilities which make up the board. You may decide to apply to become a governor within your own school, as a staff governor. Or, if you have children, you may feel motivated to become a parent governor. Perhaps you have a school in your local community or hear from colleagues or friends that a school is looking for a governor with a particular skill or specialism (in my case, this was the route that I undertook, where an expertise in curriculum was required). Each role can be equally rewarding, so it is more of a case of considering what you would like to gain from volunteering your time and what you may be looking to develop.

• So, what questions might you ask yourself when making the decision about the governor role you would like to undertake?

  • What is your current role in school is now? Being a governor does require your time. Putting an exact number on this isn’t necessarily possible as each school or organisation will work differently. However, typically Local Governing Bodies (LGB) will meet 6 times per academic term (often twice a term). In addition to this, governor visits into school will take place, alongside an involvement in school and community events. You may decide that you are at the point in your teaching career where you are ready for that next challenge, an additional learning lens, and therefore being a staff governor could well be the perfect opportunity.

  • Do you have a skill, passion or interest which you would like to explore or contribute further? This does not necessarily have to be a qualification you have undertaken. It could be a transferrable skill or a subject specialism. Link governor roles may be curriculum based, linked to health and safety, safeguarding or careers.

  • Are you a leader who is keen to experience the governance process from a different perspective? If you have a leadership role within a school, very likely you will have attending LGB meetings or had individual governor’s drop by to take a look at school improvement plans in action. This was certainly my experience. I remember feeling rather terrified of the idea of a governing body when I first started teaching. Perhaps my own perceptions were leftovers from being at school myself, with warnings about behaviour from teachers when the governors were dropping by! Yet, my perception soon changed. I had a wonderful Curriculum Link Governor when I was leading English in the UK, who had perfected the balance of holding me to account whilst being exceptionally supportive. Perhaps you feel you would like the opportunity to step into this side of the accountability and development process?

2. Which skills may you be hoping to develop?

When working in international schools, the wider school community was organised differently to that which I had experienced in the UK. What I quickly missed was the aforementioned supportive, yet accountability-rooted, role of the governors who I worked with. What I valued was that this governor was not only asking me the difficult questions (which needed to be asked) but was keen to support. It didn’t feel like a “us” and “them” relationship like my experience of Ofsted inspections had a times been, yet it did hold a similar accountability. The questions I was asked prompted my self-reflection. They helped me to think outwardly and fed into my actions.

• So what skills does being a governor hone and how might they positively impact the school which you are contributing to?

  • One of the biggest shifts I quickly recognised within this role, as opposed to my other school-based positions, is the role of governors holding the school accountable for its identified and intended actions. Actions that of course place the children, staff members and community at the centre of their aims. A shift from the doing and thinking around how an improvement point would be developed to asking questions to gain assurance that it has been happening and that impact can be demonstrated. Equally, where the case is that objectives have not been met, that school leaders are aware of why and what subsequent actions will be. In terms of skill-building, this has been incredibly helpful and insightful in terms of my own development as a strategic thinker.

  • Gaining the balance between challenging and supporting is also an interesting skill to consider. I certainly have invested extra time in my own professional learning to ensure that I am gaining a good understanding of how this translates into action. Accountability does not always lie solely with the teachers and leaders. The role of the governor is also to support, to gain an understanding of what a school may need to achieve its objectives and to identify if there are any ways in which members of the LGB can support with this. There are a number of excellent resources which exist, seeking to support governors with their own development in a role which can be incredibly complex. Hopefully, the school, cluster or trust which you join has invested in access to resources for professional learning. I would certainly recommend:

The Key

The Governor's Gateway

GovernorHub

www.lauraspargo.com

Thoughts and musings

It’s that time of year again! Preparations in many schools will currently be underway for the next academic year. Conversations, evaluations - and requests! It can be a time-consuming job and one that certainly may cause some frustration when the money in the pot may not match the needs of the pupils or the staff.

The focus of this week’s glimmer is on the practical purchases which can be made to support the development of English in your setting. An addition to last year’s article, which shared a number of suggested recommendations and would certainly also be worth a read/revisit. Some of the focus areas in my previous ‘glimmer’ included:

• Intentional additions to social reading environments

• Books!

• Exemplification tools: a visualiser, lined flipchart paper and the OG…sticky back plastic

Do also keep your eyes peeled for an exciting piece that and I have written for teachers and leaders of literacy which will be available soon!

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Ideas and practical suggestions

So, what would I add to this year’s list of prompts to think about when making recommended purchases? Below are two suggestions which I hope will help shape conversation and consideration. Think of these as a refocus on what matters in your school and what you feel will truly make a difference.

1. It doesn’t have to be expensive to have an impact

It was important for me to start here. It can be so easy to fall into the trap of thinking that developing and enhancing pupils’ English experiences needs to be costly. Instead, I would propose, the expense can mount up if the necessary time is not given to evaluating what is working, what needs attention and how these changes can be implemented.

• So, what might you want to consider which won’t break the bank but could have a significant impact on your English provision?

  • Consider donations. Resources, particularly those straight out of the box, can be accompanied by a hefty price tag. Have a think about how you may be able increase your reading offer by inviting book swaps into your classrooms. I visited a school recently where a child excitedly told me that a book that had just been selected off the shelf by one of her peers used to belong to her. It even had a little sticker inside which read, ‘Gifted by…’. How lovely! If families are in the position where books are sitting at home collecting dust this can be a powerful alternative to buying first-hand copies. The same goes for furniture for book corners/reading nooks. Take a look at what has been achieved by Hallsville Primary School in Newham:

  • Build partnerships your local library. If you are lucky enough to have a library within a distance that will not put further strain on your budget by requiring transport, there are a wealth of opportunities to enhance pupils’ experience of reading. Many libraries also run competitions and events linked to reading, which may take place in the school holidays or over weekends. Some libraries also offer membership to BorrowBox where eBooks and eAudiobooks can be borrowed for free on the app!

  BorrowBox Find Out More

  • Think about the resources which support the curation of engaging English lessons - those that empower teachers alongside capturing the interest of pupils. Sometimes these can be so simple, they are in danger of being overlooked:

    • A clicker, to be used when slides are necessary, to promote movement and immersion for the teacher into the thick of the discussion and learning. For more on this you may be interested in:

    • Sticky back plastic or chalk paint. Make it easy to capture the learning, note ideas and reference key points and vocabulary. Easy to wipe and easy to update. Displays are fresh, belong to the class and reflect what is relevant.

    • A washing line. I have always been a fan of a washing line. Clip on, clip off. Showcase and celebrate wonderful examples of work. Update vocabulary. Support sequencing. Build ideas.

2. Investing in your teachers’ professional understanding (and confidence) can be the best decision that you make

…because, when we really think about it, a purchase could be made of a resource or a scheme of learning which has the potential to really make a difference to pupils but if teachers (and all additional adults who are involved with children’s learning) don’t have the necessary understanding of the pedagogy or approach, the impact can fall short.

Section 7 of DfE’s ‘The Writing Framework’1 focuses on the ‘Leadership and management of writing’ and makes points which I feel are applicable to the purchase of any resource to support the development of literacy skills.

All classroom teachers should be aware of the rationale and research behind curriculum decisions. If schools are using commercially developed programmes, teachers should take part in related professional development.2

Two key words stand out here: ‘rationale’ and ‘research’. The ‘why’ behind the decision to purchase and implement a chosen product and the associated ‘what’ and ‘how’ for embedding and developing this effectively - reflecting each individual school’s context and requirements. Again, this investment in training does not have to be costly, but it does have to be intentional.

• So, what is helpful to consider when evaluating the confidence and understanding of teachers’ knowledge of approaches and frameworks to support literacy development?

  • Ensure decisions linked to staff’s professional knowledge reflect the needs in your school. Audit confidence and abilities. Utilising expertise and interest within your school is not only cost-effective but it recognises and celebrates the individual interests of your staff. And then…working parties!

  • Consider the opportunities on offer which are low-cost, or even free! Sometimes it is just knowing where to find these. My top recommendations include:

    • The OU/UKLA Teachers’ Reading Groups: find a local group here: OU/UKLA Teachers' Reading Groups - Reading for Pleasure

    • The generous work of English subject associations, I am always incredibly impressed by the resources on offer from The English Association (and would also recommend becoming a member for further benefits):

      The English Association | The English Association

    • LinkedIn! I hear so many people liken the platform to how Twitter was in the ‘good old days’. If you don’t already have a profile, I would recommend setting one up and connecting with those in the English/professional learning world. I am always keen to repost any interesting offerings which I spot, so do connect with me! Laura Spargo | LinkedIn

  • Protect and make time. So many best laid plans and aspirations can fall flat because of time constraints. Some of the most effective (and appreciated) investments you may make can be related to releasing English leaders and teachers to work on projects, take part in their own professional learning and collaborate! Be this in the form of team teaching or drop-ins, seeing conversations and ideas in action holds such power. Spending money on a cover teacher for a day or two could pay back - with great interest.