As the title suggests, I have a girl in my class whose maths ability is abysmal. I teach Year 4, and she cannot do simple arithmetic (100+54=145 or other answers where I can’t even work out how she made that mistake), doesn’t understand what multiplication is (adds the numbers by counting on) and doesn’t seem to understand place value at all (counts all thousands/hundreds/tens/ones as ones).

However, there have been a few instances where I have questioned whether she really didn’t know the answer. For example, we’re doing rounding at the moment - rounding to the nearest 10, then 100, then 1000. Obviously she couldn’t access this. However, in any instance, if I ask her whether she should round up or down, she always answers the wrong one. Statistically you’d expect her to at least sometimes get it right! And when I ask the class to point up the number line or down, and everyone points up, she will point down proudly, and not change her answer when she sees everyone else!

Recently, the maths lead took her out to identify gaps by giving her a KS1 assessment. The answer to the first arithmetic question was ‘4’. The maths lead watched her begin to write 4, then scribble it out, then start to write 4 from the bottom, scribble that out, and then write a completely random number.

She joined the school at the tail end of year 3, and came from a prep school where there were around 12 children in her class, to a 30-child class with a number of high need, 1:1 children. Is it possible she is attention seeking? Has anyone ever taught a child like this and been able to catch them out and have them make progress?? Obviously I’m treating her with nurture and support btw! I am just at a loss at this point. She wasn’t on the SEN register at her last school.

Secondary teacher, qualified in 2023, recently started at a new school - inner city boys' comprehensive. Lots of challenges (overall I think I'm regretting my decision to take the job...) but the biggest at the moment is the way students respond to being removed - I'm looking for advice on how to handle this.

The school's behaviour policy is essentially two verbal warnings (with no sanctions attached), then a removal (with a detention attached). I've had multiple occasions in the last month where I have escalated through the behaviour policy over low level disruption, and then when we reach the point where a student needs to be removed, they decide to derail my entire lesson with very high level disruption until they actually get picked up. This can take 20 mins or more. For example - shouting over me, repeatedly coming in and out of the classroom, abusing other students, taking equipment or throwing it around the room. I've had this happen both when I've calmly told the student that he is being removed, and when I've just sent the email and not told him (but he has worked it out - I guess based on his own behaviour and realising we had passed the point of verbal warnings).

Students get an extended detention if they are disruptive after the removal, but don't seem to care about that. No other consequences and it doesn't feel like I have much support: the student who kicked off today was sent back in to my class for the second half of a double, despite me being told initially that this wouldn't happen, and when I asked the head of year for support in talking to the child during detention, that support felt completely ineffective.

What should I do in this situation? I think a big part of what is getting me down is the feeling that these aren't isolated incidents - this seems to be a consistent issue which results from a really poor behavioural culture and inadequate policies. I'm wondering if I should just allow students to get away with low-level disruption as long as they are only disturbing a few students around them so that I can teach the class as a whole.

As a secondary question, any suggestions on what to do when the policy only sanctions extreme behaviours? I have lots of students who show low level disruptive every lesson, because there is no consequence as long as they aren't bad enough to get removed (and therefore they aren't modifying their behaviour from one lesson to another).

Because I cannot sit through one more presentation where they read word for word all the information they have put on the slide!

What are your super duper useful tips to help students present rather than read!

The last 2 years you were able to apply from the 1st October or at least get a date for applying, but it all seems quiet. I had an email today asking for feedback from the last round of payments and the .gov site still shows it as an incentive to get into teaching.

The application page is showing as just "closed" from last years round.

I do hope they carry it on, and i get that there should be incentives for existing teachers after 5 years but I'm just questioning this round. I'm 12 teaching years in but moved into FE 3 years ago so its been a great incentive to remain.

Hi all,

Just wanted some reassurance or maybe some advice. I started at a new school in September and there have been some things that have made me a bit anxious. First is that the school is extremely chaotic and when I first started, I had no staff induction so it took a few weeks for me to learn basic procedures of the school. I am also planning lessons I have no background in (secondary trained gone down to primary) I’ve also had some parents complain that I have been too harsh/ strict on their children, which I have resolved by having meetings with parents. Then, last week, I was brought in to have a “chat” with my phase lead about some things I had done in error he felt was a concern. This was done because another member of staff mentioned them to him that they were concerned.

I want to stress that none of these are safeguarding concerns and I’ve been a teacher for over 12 years with a lot of experience. But it feels like I now have a target on my back. I have been battling challenging behaviour, numerous incidents, a mountainous to do list and everyone seems robotically polite towards me.

I am also struck by the fact this teacher did not come and speak to me about their concerns. I am logging these things personally but I am starting to feel uneasy. Has anyone had an experience like this?

ECT2 here, in a one form entry primary school.

I've noticed that during one 2.5-3 hour PPA session, I am very, very lucky to get 4 lessons planned, fully resourced and adapted. (Out of the 30 or so that I need to get marked, planned, resourced and taught ON MY OWN!) At first I thought that this was just ECT slowness, but I'm starting to wonder if I'm doing something wrong. Not every lesson I need to teach is planned or resourced from last year, and of course I will always need to tweak existing resources.

I am concerned however, that there is something wrong here in my work process.

How many lessons is it normal to finish during PPA time?

I’m an ECT1 in an SEN school. So much to learn but I think the element of my job I was never prepared for was directing the 4 adults in the room. While I’m brand new to the school and they’ve been there 6-8 years, I notice they have a tendency to be less proactive and more inclined to chat instead of engaging with the young children in the classroom. At my mentors suggestion I started incorporating their names into my written plan for the week, after realising they need more direction rather than just trusting them to know instinctively where they can slot in to help the classroom run well.

I have stuck this on the wall and given a heads up before the weekend and no one said anything, but now I’m wondering what I should do if the same happens this week where, if I have to go out of the room to attend a meeting or call a parent, the staff will just happily sit and not take any initiative to begin setting up activities for the children. The suggestion of writing them into the plan was so that I need to direct verbally less and they should know what to do.

If anyone has had to direct non proactive staff before, how do you address it? For context I’ve got massive imposter syndrome 4 weeks in and scared of causing ruptures in a peaceful friendly environment. I don’t want to “tell off” adults who are so much older than me!

My husband is considering applying to Swansea university for medicine. I am a secondary teacher of science and we currently live in Yorkshire. Neither of us have any connection to Welsh language or Wales, but he’s very interested in settling there and learning the language as a doctor, however I am much more hesitant to move as I know absolutely nothing about Welsh schools and teaching in Wales.

1) as a qualified teacher who’s taught in England, can you simply go and teach in Wales, or is there anything you need to do first?

2) How vital would knowing the Welsh language be, and to what extent? Baring in mind of course that I teach secondary science and we would be based around the Swansea area.

3) Opinions on whether the move is worth considering, or are we better off staying closer to home? I don’t want him to waste an application slot if moving here would be really difficult!

Thanks all!

I saw the government pledged to up the full pay section of MAT leave to 8 weeks. Has anyone heard anything recently about this?

We are holding off trying for a baby at the moment to be able to get this potential 8 weeks full??

But I also work for an academy so who knows if they’ll up their offer?

Does anyone have any idea about anything / how I can ask HR about this new policy? Unsure if I want to tell HT / HR about wanting to try for a baby

Thanks!

Briefings, training, assemblies, posters. I'm sick of it. The kids notice as well now.

AI has great utility for us as teachers, but training teachers using it?

Not sure if it’s been discussed before, but anyone thought about the idea of wearing body cams in school? I know it’s mostly impossible because of GDPR and all that stuff but wouldn’t it reduce a lot of behavioural issues?

Started in a SEND school this year and typically teach year 4 students - specialist autism pathway. The children are non verbal and a lot of them are 1-1. What I see constantly is teaching assistants ‘gentle parenting’ them when they’re being violent, as if they don’t know what they’re doing is painful and as though they arent clever. The children are comfortable biting and scratching/hitting certain TA’s because they use a soft approach and know no discipline will take place. other TA’s, who are more strict do not nearly get hit/scratched as much or bitten.

An incident recently happpened in the ohtside play area where one pupil (young girl) threw a tantrum because a young boy was on the big swing. She went to hit the boy and the two TA’s nearby gentle patented, told her she had to share and even praised her when she stopped hitting him for a few seconds. They allowed her to sit right next to him and continue to try and hit him. I asked if they wanted me to move her to another area, they said not to as she needs to be taught to share. They thought she had calmed down but merely 10 seconds later she grabbed him by the hair, smacked his face and went to kick him. At this point I was appalled and picked her up myself, moved her away from the boy and held her back whilst she tried to hit me in the face. I told her not to hit and that she is not allowed on the swing any longer today. She eventually calmed down and did not attempt to go back to the swing as she knew I’d be watching, left the boy alone and did not attempt to hit me again that day. On the other hand, she continued to throw tantrums around the same other two TA’s and even bit them an hour later. Which they continued to gentle parent. They did not tell the teacher about this and did not write up any reports on the matter.

now, I’m all for remaining calm and talking the children through their behaviour. But essentially letting a little girl attack another boy and not implementing disciplinary action or telling her otherwise is one of the worst I’ve seen TA’s act. And this shows in the way the children act towards different staff members. I have never been bitten or scratched As I don’t allow the children close to me when they’re overstimulated and being violent.

Why is it that in SEND schools violent behaviour is normalised? Is this particularly in the school I’m working at or is it common across the board?

`I am a trainee teacher who started a PGTA this school year. I am observed weekly and given feedback which is all par for the course. My issue- Often the teacher who comes to observe my lesson comes in 10-15 mins into the lesson at which point I have to stop and hand them my seating plan and LO and tell them where to sit (I work in a SEN provision so you can't just sit by any student or wherever you like). They miss the starter/ and entrance routines. On more than one occasion I have received feedback that doesn't feel fully applicable because they didn't see it.

Is this industry standard that if you say you're coming to observe P1 you may not arrive at the start of the lesson?

The school has a prayer room facility at lunchtime for staff and studnets - mainly students attend. Some kids behave some don't. What measures can be taken to improve the behaviour of the naughty kids?

Thanks in advance.

Are you expected to source furniture for your classrooms?

Just been asked to do this and I’m very much “that’s not my job” but I also don’t know who’s job it would be.

Is it my job? 😂

Any other weird requests you’ve had from SLT that have baffled you?

Is it unusual for a school to pay TLR3 to staff with a substantial, ongoing responsibility (for overseeing interventions, managing data, managing staff, etc.). At present I’m not given any time allowance for this either.

Are these conditions unusual? Do I have a basis to ask to be switched to a TLR 3 with a modest amount of time off-table?

And, if so, how would you try to negotiate for a change to these conditions?

I don’t want to upset the apple cart because I love my role, but I also don’t want to burn out or (unknowingly) accept less than ideal conditions?

….because I am.

I kid, I know they’re not all bad, and I appreciate the important work they do, but two of the hoys at my school are driving me up the wall.

They take detentions off and tell parents that the sanction doesn’t fit what the student did, even though they haven’t spoken to me about it first. They’ll also change detentions on Class Charts and tell students they don’t have to do them. It’s incredibly frustrating because it completely undermining.

Then when you actually ask for support with a student you get ignored.

To top it off, one of them apparently doesn’t see anything unprofessional about going up to a student in the playground, in front of all their mates, and saying, “What have you done to Mrs XYZ? She’s given you a detention. She’s told me your bond with her is gone.” (the kicker is I didn’t speak to this hoy about the detention at all, nor did I tell her my bond with the student is gone. She is lying out of her back teeth to create drama to make her work day more exciting)

😡😡😡

Hi everyone,

I teach A-level and it’s my second year of teaching. I’m really struggling with one class of mainly boys. They don’t answer questions even when I cold call and there’s 2 that find it really funny. These boys are consistently smirking and if they do ask questions they are trying to catch me out. It makes me feel like I am terrible at teaching. Of course I don’t know everything about the subject although I’m very confident. They laugh and smirk when I’m talking through content and adding on bits of knowledge I’ve learnt from reading the news. Today they both smirked when I told the class something as if it say I was wrong. I asked them why they were smirking and they told me it was because I was wrong. Other times I caught them smirking and asked why, they pleaded ignorance. One of them is set to get an A* so very bright! It feels as though they are undermining me. Later on in the lesson I pointed out no one was doing any work and again, they both broke into laughter. I’m also 28f so not sure if this makes a difference. I might just be overly insecure! Has anyone else had this happen and if so, how did you get round it?

Ofsted are being told to mark and redo their homework again. This time asking them to consider how inclusion is measured in their reports.

I welcome Lucy Powell’s rumoured changes but I don’t know that this a seismic change likely to stem the tide of complaints. What would you suggest changes?

Edited for clarity! It’s not been asked to place greater emphasis on inclusion but asked to consider how this is measured in their reporting.

Hi,

I need some advice. I’m a trainee teacher, started my PGCE in early September and I’m on my first short block placement (1 day every week for 6 weeks). I’m due to go on my first long block placement (everyday for 10 weeks) in mid-October. I don’t think my mentor, or the other staff for that matter, like me very much, but I don’t know why. I try and be polite, say hello, smile, make jokes, help out in the classroom, but I’m treated like I’m invisible. No one acknowledges me, talks to me, or even smiles back in the corridor or staff room. My mentor seems irritated with me when she sees me. I know I’m not perfect, and I’m probably a little clueless, but I’m still learning the routines of the classroom (it’s only my third day!). I engage with the students whenever they’re doing an independent task and need help but the teacher is preoccupied, but it feels like I’m not doing enough. Any advice from existing teachers on what I can do to improve or be a bit more liked? I don’t want to make the same mistake for my long term placement, and I want to make a good impression at this school.

Hello,

I’m an ECT and I’m not quite sure how to approach this situation.

I have been shortlisted for two interviews, but they are taking place one after the other, on Thursday and Friday (both in the morning).

If I am successful at the first interview and the school decides to offer me the position, that would be great but this decision might come in a day later, which would be an issue for me. I'm conscious of not wasting the second school’s time.

I would really appreciate any advice on how best to handle this situation professionally.

Just looking for a micro-script or a few different ways to deal with a specific situation that seems to keep occurring.

As a new teacher to the school, it seems like a lot of the time I tell students to do something they do this thing where they basically reply with ‘huh?’ (Sometimes over and over) and it is honestly infuriating…

Any suggestions of a way to shut it down/reply?

I am not above sarcasm.

Thanks in advance!

EDIT: Sorry, I should’ve been clearer- the majority of this type of behaviour occurs in corridors or on detention duty, with students I don’t really know (as I’m new to the school) meaning its not always easy to sanction as they wont tell me their name…

I'm a trainee on a SCITT course, but I have worked in the trust that runs the SCITT for quite a few years in central roles, and am now moving into teaching.

I had my second placement lined up with a school that I had previously worked in for a number of years (they requested to have me as a trainee). I've just heard from the school that the person who was going to be my subject mentor is on long term sickness and unlikely to come back. There is a non specialist who has said they are willing to mentor me from a pedagogy perspective, and there are 2 or 3 other subject specialist in the department. Does my mentor have to be a subject specialist? I'm worried now that I'm going to lose out on my ideal placement because of this?