Welcome to the Honest Staffroom.
Real teachers. Honest conversations. Practical help.
Join the conversation Sign inWhich inclusive strategies have worked especially well?
Share approaches that have made participation or learning more accessible. Please avoid identifying individual pupils.
How do you balance individual needs with whole-class teaching?
What strategies help you respond to pupils’ different needs while keeping the wider class learning?
What support do you need most from senior leaders?
Think about time, training, specialist advice, resources or communication. What would make the biggest difference in your setting?
How do you make reasonable adjustments manageable?
Which small, repeatable approaches have helped you support individual needs without creating an unsustainable workload?
What helps when support staff are unavailable?
When planned adult support changes at short notice, what practical adaptations help lessons remain accessible and manageable?
What do you wish other year groups understood about EYFS?
Share a practice or principle from early years that you think deserves more recognition across the school.
How do you support transitions into Reception?
What has helped children and families settle in, particularly when starting school is a big change?
What does a manageable observation system look like?
How do you capture useful information about children’s development without spending too much time documenting rather than interacting?
Which continuous provision activities get the best engagement?
What provision has stayed popular and purposeful, and how do you refresh it without constantly making new resources?
How do you balance child-led learning with curriculum expectations?
How do you protect exploration and play while ensuring children build the knowledge and skills they need?
What would make parents’ evenings more useful?
What formats or preparation help conversations focus on meaningful next steps for students?
Is marking every piece of work really worthwhile?
How do you decide what deserves detailed feedback, and what alternatives have helped pupils act on feedback?
How do you handle repeated low-level disruption?
What consistent, realistic approaches help keep learning on track without escalating every small issue?
What actually helps students revise independently?
Which strategies have helped your students move beyond highlighting notes and rereading? What have you found less effective?
How are you balancing exam preparation with deeper learning?
With exam specifications and deadlines to cover, how do you make room for curiosity, discussion and lasting understanding?