Zoe Foot

Mummy and wife. Year 6 teacher and reading lead in a fabulous middle school.

[Tom Sherrington @teacherhead]

GCSE Grade 3 vs Grade 4: What Really Separates Them in Maths and English https://t.co/TbhgJISEGE

[Sam Strickland @Samstricko181]

I question how adaptive teaching teacher training is going to fully equip teachers to universally support all SEND children & all SEND needs. Smaller classes &/or more staff is needed as some SEND children need a lot of intense adult support. This of course costs money.

[Sue Cowley @Sue_Cowley]

I'm doing a half term #giveaway of these two of my books on #behaviour. Like and retweet this post to enter! Winner announced next Sunday (22nd Feb). See the thread for more details and a flash sale this week by my publishers @BloomsburyEd. #freebie

[Teachers Talk Radio @TTRadioOfficial]

NEW OFSTED GRADES: "The word 'expected' is a very unsatisfactory word!"

This was one criticism academy CEO @Steveellis06 raised about the new OFSTED inspection framework on TTR Monday also featuring @Southgloshead, you can watch the whole show here: https://t.co/ABBDSp7Aez

[SF Said @whatSFSaid]

BOOK GIVEAWAY!!! I'm not on social media much at the moment, working very hard on my new book, which I think will be my best yet when it's done! In the meantime, I'm giving away signed copies of all my books so far. RT & like to enter, & say which book you'd like. Closes Dec 5!

[Zoe Foot @zoefoot1606]

@BloomsburyEd @MuddyTeachers @KidsBloomsbury 🍂🍂

[Bloomsbury Education @BloomsburyEd]

🍁HALF TERM GIVEAWAY!🍁

🍂 WIN both The Muddy Puddle Teacher books + a £50 wellies/shoes voucher for little ones!

👍 Like
🔁 Retweet
💬 Comment your fave autumn emoji

T&Cs apply: https://t.co/PWf7eI291J
#OutdoorLearning #BookGiveaway #WinItWednesday @Mu@MuddyTeachers

[WRDaboutbooks @WRDmag]

We have 3 copies of the Spooktastic (but not scary) #DoYouBelieveInGhosts? by @danny_robins ✏️ @EllenFWalker to #win!
For the chance to join Danny investigating ghost stories and discovering facts behind strange phenomenons…
RT & Flw by Oct 24 to enter
#WRDMagComp @PuffinBooks

[Barrington Stoke @BarringtonStoke]

It's the last chance to enter our Dyslexia Awareness Week giveaways! Closing midnight tomorrow, 16th October 2025.

[Tom Bennett OBE @tombennett71]

Trauma is real, and devastating for its sufferers. But not everyone is traumatised, and assuming that most are, or it causes all/ most misbehaviour in schools, is absurd.

If being a ‘trauma informed school’ means knowing how to support children with devastating life experiences, that’s important and right; if it means ‘treating all children as if their boundary-testing requires a therapeutic response’ then it is an ineffective and dangerous way to respond.

How trauma became big business

https://t.co/eImSGV413R

[Vocabulary Ninja @VocabularyNinja]

🥷🥷🚨8 winners will be chosen! 🚨🥷🥷WOWZER!

📚4 copies of LKS2 and 4 copies of UKS2 will be given away Sunday 28th at 6pm!

📷To enter: just comment 'LKS2' or 'UKS2" and retweet / tag some teacher friends. #book #teacher #primary #giveaway #reading #school #inference #win

[Zoe Foot @zoefoot1606]

@VocabularyNinja @PaulWat5 @mrRteaching @MrS_Primary @Misterbodd @eenalol @DeputyGrocott @chrisdysonHT @TeacherDevTrust @MissRowland13 @MissRBWilliams1 UKS2 @Finbert82

[Zoe Foot @zoefoot1606]

@Kwik_Fit @ContiUK I would use a brand new laptop to help me work from home so that I could spend more time with my children. It would also help my children with their school work.

[Tom Bennett OBE @tombennett71]

Every time I hear someone say that ‘building relationships is how we get children to behave’ I’m amazed how often they then don’t define what
A) they mean by a relationship
B) how to actually build this mysterious thing.
This leads to multiple errors, eg trying to get kids to ‘like’ you and so on.

Part of the problem is that a lot of research into this appears to be dependent on correlation, not causation. Typically you see great behaviour and good relationships together, so people assume the latter causes the former.

But a good relationship is the outcome of good behaviour management, not the other way around. It’s a product, not a cause.

Why? Because a ‘relationship’ is simply a description of two things- How two or more people typically
1. Behave and
2. Value one another.

So if you want to ‘build a relationship’ you teach students how to act with one another, with you, with school peers, and so one. Simultaneously you teach them that they matter to you, and that their safety and success matters.

These things are far more important than ‘do you know what football team they support?’ You’re not their mate. The relationship you want- and they need- is adult to child, student to teacher. Demonstrated high regard AND standards.

Oh, one more major thing: boundaries. Students need to know there are limits of acceptable conduct, with penalties for crossing them. Any discussion about behaviour, or school behaviour system, that doesn’t have these, will eventually be pointless. No community survives without them, so why should classrooms and schools be different?

[Zoe Foot @zoefoot1606]

@Strickomaster I have needed the first week as a “recovery” week!

[Zoe Foot @zoefoot1606]

@LbQorg @_MissieBee

[Learning by Questions @LbQorg]

🎉 TEACHER GIVEAWAY 🎉

The summer holidays are approaching and we have just the goodie box for you. For your chance to #win simply:

👣 Follow @LbQorg
🔃 Repost
😃 Tag a teacher

🥳 Winner announced 2nd July. (UK only)

#LbQ

[SF Said @whatSFSaid]

Is there a crisis in children's reading? It depends on how you define "reading". Things like comics & football reports are seldom counted, but shouldn't all reading count? And if you want kids to love reading - LET THEM READ THINGS THEY LOVE! #literacy

(Art: Bill Watterson)

[Barrington Stoke @BarringtonStoke]

Giveaway time!
We're offering schools a chance to win a class set (30 copies) of @theLucyStrange's Gothic ghost story, The Boy at the Window.*
Follow the link to enter: https://t.co/DkKQkeQTYm
*competition ends 23.59 on 16.06.25, T&Cs apply.

[Tom Bennett OBE @tombennett71]

There is much that mainstream and non can learn from one another. But treating specialist environments as the model for mainstream misses the nature of what they do and the resources they have.

Good PRUs etc are life changing places that move mountains. We need more of them.
Good mainstream environments often have inclusion units that replicate some of the specialist provision that can turn chaotic children around.

The danger is treating mainstream as a deficient form of specialist provision. A general ward in a hospital is not intensive care/ high dependency ward. They have some functions that overlap, and some aspects that differ enormously.

The best way for APs etc to support the mainstream is to help train mainstream staff to work with children with common complexities eg ASD. The worst way is to expect mainstream classroom staff to have the time and capacity to work with high-challenge children with the same level of attention and provision that specialist environments provide. The danger is that MS staff will be expected to provide intense attention for children presenting high challenge. This is often best provided outside of the MS classroom.

Mainstream isn’t a weak form of AP; it’s the right environment for the mainstream of the bell curve. Specialist environments are for children who need it.