• What does a whole-school reading culture look like?

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    This academic year started a whole new chapter for schools but how can we better promote a healthy reading culture? Storyteller and educational trainer, Alec Williams shares his top tips for building your school reading culture to inspire every child to become a reader.

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  • Why diverse voices on reading lists are important

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    Novels, short stories, poems and plays offer readers an unique opportunity. Literature provides a new perspective on the world, an understanding of experiences very different from your own, and an insight into different environments and cultures through the writings of authors past and present.

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  • Grammar: what, why and how?

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    In this article, Hannah Hirst-Dunton, author of our grammar and punctuation programme Building Blocks, shares the questions about grammar she’s most commonly asked!

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  • Supporting learners aged 3 to 5 – why Reception matters

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    Giving children a high quality Reception experience can have a positive impact on their future development and achievement. Extensive research shows that high quality early education plays a significant role in promoting children’s development, both cognitively and socially. Although this isn’t a useful measure for individuals, there is a correlation between achievement and learning outcomes at age 5 and later GCSE results – and by extension, later achievement as well. ​

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  • Help us celebrate Bug Club turning 10!

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    Since its launch 10 years ago, Bug Club, our blended whole-school reading programme, has been capturing the imagination of almost 2 million children across the globe, helping them to develop a love of reading and with it, nurturing lifelong readers.

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  • Identifying and addressing the gaps

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    Wherever you are, and whatever type of international school you’re in, it’s a fact that all students have had their learning affected by the school closures brought about by the global pandemic this year. It’s also true that all teaching professionals want to identify gaps in learners’ skills and knowledge, yet identifying those gaps and deciding if they are important or not isn’t always straightforward.

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