Teaching and learning

If up to four children in every classroom are dyslexic, why are so many going through school undiagnosed? Liz Murray looks at the problem with identification in schools, and what signs teachers need to be looking out for

Owen Carter outlines how schools can use high-quality measures to better understand the impact they are making on pupils’ non-cognitive skills

Are you teaching on the edge? Torsten Payne provides strategies and examples for effective (and time-saving) feedback

Dr Tracy Packiam Alloway and Patricia Murphy-Powell outline strategies to help level the playing field for pupils with Down syndrome