Allowing a 15-minute pair discussion would be a travesty. Peak talk time is two minutes, and students need to be doing something focused with their talking. Jo and Mel advocate an approach designed to cultivate a growth mindset in the classroom and guide children towards independence: motivating both teachers and pupils to aim high and put in the effort required to be successful in all subject areas. The authors also offer tips from across the Early Years and Key Stages 1–2 phases on how to implement effective routines and procedures so that pupils are clear about what is expected from them in the classroom. Once new learning is happening, you need to make sure that students get what’s going on. Moving forwards too fast can create gaps which in turn lead to greater difficulty and confusion further down the road.

Making Every Primary Lesson Count is for new and experienced teachers alike. It does not pretend to be a magic bullet. It does not claim to have all the answers. Rather the aim of the book is to provide effective strategies to bring the six principles to life, with each chapter introduced by two fictional scenarios rooted in situations primary teachers typically encounter and concluding in a series of questions to inspire reflective thought and help you relate the content to your own practice. Educational Book Award winner 2016 Judges' comments: "A highly practical and interesting resource with loads of information and uses to support and inspire teachers of all levels of experience. An essential staffroom book."

Next inspection

Providers on the Early Years Register will normally be inspected at least once within a 6-year window. We do not inspect any provider on the Childcare Register until it has been registered for at least 3 months unless we receive information about possible non-compliance. Do not neglect your own subject knowledge and make sure that you can perform to the highest standard required for your phase. Aim to read around your subject and keep up with new developments – it could help to share this with colleagues. Be mindful that if ​ “memory is the residue of thought” as Daniel Willingham ( 2009) says, then you want students to be thinking hard about your subject (such as fractions), not the peripheral aspects of the lesson (such as we cut up abar of chocolate). Time pressures are now an issue like never before. For those of us in classrooms, the learning we’ve lost learning has added considerably more weight to the already heavy burden of curriculum pressure most of us are under.

Several threads run through the writing: the ethos of a growth mindset and the importance of struggle; the framework of formative assessment; high expectations for all with no false ceilings; and the need for clarity, practice and modelling. These ideas, if followed, will go a long way towards helping teachers, as the authors say, “guide children towards independence”. Get the underlying elements right, and great teaching will follow. To be honest, I was a massive advocate of this anyway - I believe in consistently good teaching, not aiming for outstanding with bells and whistles teaching. The book consistently suggests that focus on the six areas considered in the book means that teaching will be more effective and I could not agree more. It also points a sceptical finger at the fashions and myths that have pervaded English teaching over the past decade or so – such as the idea that English is a skills-based subject and the belief that students can make huge progress in a single lesson. Instead, Andy advocates an approach of artful repetition and consolidation and shows you how to help your students develop their reading and writing proficiency over time. For all other inspections (childminders, nannies and childcare on non-domestic premises and childcare on domestic premises that does not operate regularly), we give no more than five days’ notice.To be honest, little of the research and -˜big idea' advice was new to me however this does not mean I didn't learn from the book. If I were teaching tomorrow, I would have some really great practical activities and tweaks on my teaching to implement. If nothing else, it refocused my attention on what was really important in a primary classroom. Critique: Informed and informative, practical and insightful, and above all, -˜real-world' pertinent in commentary, organization and presentation, Making Every Lesson Count: Six Principles to Support Great Teaching and Leaming is extraordinarily -˜user friendly' and should be considered a -˜must read' for all who are new to classroom teaching and has a great deal to offer by way of a refreshing and useful review for even the more experienced classroom instructor. Making Every Lesson Count: Six Principles to Support Great Teaching and Leaming is very highly recommended for academic library Teacher Instruction reference collections and supplemental studies lists. Well-paced scaffolds can help save time by supporting students through more challenging tasks. When you’re trying to keep the difficulty desirable in the face of time restrictions, scaffolding will let you do both at once. Dip into the key stage just above the one you are teaching so that students are being exposed to topics outside their current course requirements. You are aiming to inspire rather than overwhelm though so present material in simple, manageable steps.

Group providers that do not operate regularly, will usually receive a call no more than five days before the inspection. You’re the expert, and giving your students a blueprint to follow will help with both their cognitive load and your time limitations. Challenge can not just be considered in terms of individual lessons. Students need to be invested for the long haul and have their long term goals in mind. It can be useful to get students to explicitly consider these at the start of acourse, to keep referring forward to them, and to regularly ask students to reflect on their own performance.

Allow time for independent application

Ensure the lesson’s main objective is displayed on the board when students enter, and set the expectation that they need to be getting on with the tasks set from the moment they sit down. The beginning and end of lessons are when most time is lost. Summarise phases with hinge questions Not only does this complete the circle of learning, it also heightens the challenge and ensures that what’s been learnt can be used in context. Whether you decide to prepare these ahead of time and hand them out or display them in front of the class, you’ll eventually need to remove them as time progresses. Making Every English Lesson Count: Six principles to support great reading and writing goes in search of answers to the fundamental question that all English teachers must ask: 'What can I do to help my students to become confident and competent readers and writers?' Rather than use ​ “All, Most, Some” objectives or tasks where students have to choose their own starting point, use asingle, challenging learning objective and be prepared to support students to make progress towards this, or even exceed it. This helps to avoid students settling for doing just enough and keeps expectations high for all.

Effective and efficient practice can maximise lesson time. Getting the ‘what’ and ‘how’ right is vital to succeeding, and by dropping some more time-hungry pedagogical approaches, it’s possible to rapidly streamline your teaching. Let’s look at some surefire ways of ensuring you get the most out of every precious minute you spend with your classes… Start where you left off

Time is a luxury we don’t have when we’re in the classroom, now more than ever. An effective teacher will ensure that learning happens as efficiently as possible.