Heidi Jones | The Education Ground @TheEdGround
English Teacher | Reading Lead | NPQLL | studying MA Education (Keele) Exploring education through research, reflection and thoughtful questions. theeducationground.co.uk Leicester Joined August 2013-
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@AlexJQuigley Absolutely — an important distinction. I should have said that it was mentioned in an EEF-hosted guest blog rather than EEF guidance. Thanks for the clarification.
An interesting read. We use reading rulers in lessons and in our tutor reading programme to help pupils track the text and maintain their place. The EEF also includes following with a ruler in its guidance. A useful reminder of the complexities of evidence-informed practice.
A new post on tracking text during reading, the use of rulers for reading and the difficulties of applying evidence in the classroom: primarycolourhome.wpcomstaging.com/2026/08/08/rea…
@AlexJQuigley I’ve checked back and it’s not in the EEF’s formal guidance reports, but is mentioned here: ‘one pupil reads the text while the other listens and follows with a ruler.’ educationendowmentfoundation.org.uk/news/eef-blog-…
“The activity – the paperwork, the interventions, the separate provision – becomes the goal rather than the evidence of something working.” When access is built into the core of what schools do, inclusion stops being something separate and simply becomes effective education.
We are not doing anything about inclusion at @advschools A blog from Sallie Stanton, Chief Education Officer: thedustytsundoku.wordpress.com/2026/07/10/wer…
At Loughborough Uni today, I realised how much universities have evolved. Education. Research. Innovation. Enterprise. Elite sport. Universities are expected to be all of these things. How do we ensure its educational purpose doesn’t become one objective among many?
@RogersHistory Bob Dylan was right: ‘The times they are a-changin’. We’ve moved from an era where teachers’ voices were largely unquestioned to one where institutional authority is routinely challenged. I’m not sure what the answer is but I can see how this might seem like one.
@adamboxer1 @joe__kirby Complex social problems rarely have single educational causes.
@helenrey We often expect education to solve economic and social inequalities that originate elsewhere. If NEET rates vary so dramatically by region under the same national education system, it suggests labour markets, deprivation etc. are at least as important as schooling.
@wmarybeard A wonderful reminder that the classics still have much to say. We introduce ‘The Odyssey’ to Year 7 pupils through translation, so I was disappointed to see the film rated 15. It feels like a missed opportunity to inspire a younger generation to engage with Homer’s epic further.
@SaysMiss Yes, pre-teach vocab and concepts. E.g pupils studying J&H may not understand the cultural reference. Explicit teaching is only the start; vocabulary and concepts need revisiting and retrieving to form part of long-term memory. Otherwise, we risk reinforcing the Matthew Effect.
I've weighed in on the great vocational education debate. From what we can see of the govt plans, I think they will repeat mistakes of the past. Also, we need to retire the phrase "parity of esteem". It's not helping. substack.nomoremarking.com/p/the-problem-…
‘Learning equals earning.’ For decades, this assumption has shaped educational policy. But if qualifications do not guarantee opportunity, what do we actually value in education? My blog explores credentialism, The Diploma Disease and the purpose of education. See link below:
@5Naureen The question perhaps reflects the tension between the intrinsic and extrinsic purposes of education. If education is reduced to economic returns alone, we risk overlooking its role in developing critical thinking, citizenship, identity and personal growth.
@BarbaraBleiman Perhaps it’s time to update the phrase: ‘Lies, damned lies and PISA statistics.’
Recruitment and retention is often presented as the problem. But what if it’s actually a symptom? Perhaps improving recruitment and retention begins with improving the profession itself. Making teaching a career people can imagine doing for 30+ years may be even more important.
The proportion of teacher trainees who are employed in a state school 16 months after graduating has dropped, official DfE data shows tes.com/magazine/news/…
@BexBookaholic Relatable!
@WeinsteinEdu Increase the statutory minimum PPA to 20%. In many schools, fortnightly timetables mean teachers PPA periods have been reduced. Great teaching requires protected preparation time. The problem? It needs investment, and school budgets are already on their knees.
@literacypodcast Found it!
@literacypodcast I look forward to this. Or have I missed it?
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