Thinking Deeply about Primary Education

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribeFor maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via support@alta-education.com Learn more about The Story of Maths - www.alta-education.com/tsom-overview Episode 258: Handwriting has quietly slipped into the shadows of reading and phonics, yet the new Writing Framework (July 2025) places it firmly back in view. It expects teachers to model good handwriting across the curriculum, not just in a weekly handwriting slot, and asks leaders to take responsibility for getting it right. But what does that actually look like in real classrooms, with real children and very real workload?In this episode of Thinking Deeply about Primary Education, Kieran is joined by handwriting specialist Nicky Parr to explore why handwriting still matters, how it connects to the new Writing Framework, and what schools can practically do for pupils who find writing physically and emotionally hard.Drawing on her experience as a teacher, a parent of a neurodivergent child, and a consultant working in schools, Nicky unpicks the hidden complexity of handwriting. She explains why it is not a simple “neat or messy” issue, but a demanding motor and cognitive skill that draws heavily on attention, posture, paper position, pen hold and practice habits. Along the way, she tackles common assumptions, including the idea that typing has made handwriting obsolete, and the quiet shame many adults carry about their own handwriting.Across the conversation they discuss:How Nicky’s journey with her son’s coordination and attention needs led her into specialist handwriting workWhy so many children become reluctant writers because handwriting is painful, effortful or a source of embarrassmentWhat the 2025 Writing Framework actually says about modelling handwriting and leadership responsibilityThe key things Nicky looks for when she walks into a classroom: pen grip, paper and book position, posture, use of lines and the children who are quietly hidingWhy we have “pitched handwriting and typing against each other” and what a more balanced, research-informed view looks likeHow schools can build simple, sustainable routines that support handwriting without overwhelming staffIf you are a literacy lead, class teacher or school leader wondering how to respond to the new Writing Framework, or you have a nagging sense that handwriting is holding some pupils back from showing what they can do, this episode offers both reassurance and clear next steps.

Dr. Robert Sharples, an academic and co-founder of Heddle, specializes in English as an Additional Language (EAL) systems. He discusses the need for a whole-school approach to support multilingual learners, emphasizing that effective EAL strategies must involve everyone, not just the loudest voices. Robert shares insights on creating practical frameworks for teachers, enhancing EAL provision, and the importance of participation in learning. He also touches on using AI tools thoughtfully and strategies for improving school admissions and support for newcomers.

Explore the bold concept of Alpha School, an AI-driven educational model with a unique two-hour academic framework. The hosts dive into their initial skepticism and curiosity about its claims and the science behind its pedagogy. They discuss the role of technology in personalizing learning and the importance of motivation in student outcomes. Thought-provoking questions about the ethics of AI in education and proven teaching practices take center stage. Tune in for insights on the future of education shaped by technology!

Learning to count involves much more than reciting numbers. Kieran dives into the complexities of counting, from innate abilities to formal skills. He contrasts animal quantity responses with human memory, introducing subitising as a vital bridge to arithmetic. Exploring foundational concepts like the stable order principle and one-to-one correspondence, he emphasizes the importance of counting layouts and diverse learner support. Discover why some students struggle despite knowing number sequences and how effective teaching can make all the difference.

In this conversation, Adam Kohlbeck, an experienced deputy leader and co-founder of EduPulse, teams up with Chris Passey, a senior school leader and author. They delve into the transition from teacher to deputy head, exploring the challenges of maintaining classroom influence and the significance of relational leadership. Guest insights include the importance of vulnerability, setting boundaries, and fostering a thriving culture within schools. They discuss their forthcoming book, emphasizing the diverse paths to deputy headship and preparing for future leadership roles.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribeFor maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via support@alta-education.com Episode 253: This conversation sits at the intersection of television, creativity and education. We look at Playtime as a cultural artefact that foregrounds neurodivergent voices and make psychological safety visible to a mainstream audience. Writer-director Céin McGillicuddy and editor-writer Andy Kinnear take us behind the scenes, sharing how small production choices invite bolder contributions. If you are curious about inclusion, student voice and the role of play in learning, you will find thoughtful parallels and fresh language to take back to your team. Not a how-to guide, but a thoughtful listen for anyone who enjoys ideas that travel.neurodiversity in schools, psychologically safe classroom, student voice, inclusive teaching strategies, classroom culture, primary education CPD, improvisation in education, creativity in learning.

In this engaging discussion, educator Stuart Welsh shares his expertise in iterative lesson design, focusing on a practical cycle for teacher growth. He breaks down the plan–teach–reflect–reteach method, emphasizing psychological safety and incremental learning. Stuart highlights how to control lesson aims while purposefully varying delivery and how to scale this approach from small groups to full classes. He advocates for a termly cadence of training, arguing it's far more effective than one-off workshops, enabling teachers to implement observable changes right away.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe⁠⁠⁠⁠Tickets for Challenge and Depth in Primary Mathematics⁠⁠⁠⁠ (Coventry, Manchester) - https://www.eventbrite.co.uk/o/alta-education-73676136923 For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via support@alta-education.com Episode 251: In this special highlights episode of Thinking Deeply About Primary Education, we pause to reflect on Term One—six conversations that challenged assumptions, deepened understanding, and reminded us why professional dialogue matters.Each question featured here captures a moment of genuine inquiry: the kind that sits between classroom practice, research, and lived experience.You’ll hear from:• Adam Lowing on balancing assessment readiness with creative freedom• Lucy Crehan on what the North of Ireland’s approach might teach its neighbours• Doug Lemov on connecting fluency, comprehension, and the FASE approach• John Jackson on defining and developing arithmetic fluency• Andy McHugh on the purpose of Teacher Writers• Amy How on whether mathematical talk reveals or constructs understandingNo summaries. No soundbites. Just the questions that sparked our most interesting conversations this term.

Join Dr Kirsten Fenton, a dedicated maths pedagogy researcher, and Holly Drummond, a pioneering primary teacher, as they delve into the transformative power of maths journaling. They discuss how this approach enhances classroom culture, fosters metacognition, and alleviates maths anxiety. With insights on integrating journaling into daily lessons, they share effective strategies like brain dumps and sentence stems that encourage reflection and build students' mathematical identities. Discover how making thinking visible leads to deeper understanding and student ownership.

Amy How, an education practitioner and primary mathematics consultant, dives into the transformative power of mathematical talk in the classroom. She discusses how talk can reveal student thinking and support reasoning, while also serving as a diagnostic tool for teachers. Amy introduces the COP framework for assessing learning and critiques superficial methods in favor of rich, open dialogue. She emphasizes strategies to engage all students, create a safe environment for mistakes, and foster a culture of genuine mathematical communication.