Pupils who are part of a selective in-take might be expected, on the face of it, to have fewer learning needs than most. But this is not necessarily the case. In one grammar school teachers have been carrying out research and their own enquiries to find out how they can address more thoroughly and expertly the learning needs of their students.
Sir William Borlase’s Grammar School in Buckinghamshire has recently been awarded the Research Mark by the National Foundation for Educational Research (NFER) for its work into collaborative research and inquiry by staff. One example involved staff researching studies into how to support students through times when they “hit a wall” with their learning.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here