Enticing Hard-to-Reach Writers by Ruth Ayres

Enticing Hard-to-Reach Writers by Ruth Ayres explores how teachers can support students who struggle with writing, particularly those affected by trauma, poverty, instability, or adverse childhood experiences.

Drawing on her professional expertise as an educator, literacy leader, author and speaker, as well as her personal experiences as an adoptive parent, Ayres writes with honesty and compassion about the power of storytelling and literacy to support children’s development and wellbeing. Ayres explores why some learners disengage from writing and, more importantly, what teachers can do to re-engage them.

Rather than focusing on programmes or quick fixes, Ayres emphasises relationships, choice and purpose. She encourages educators to see beyond the finished piece of writing and to understand the individual writer behind it. Through real classroom examples, reflective questions and actionable strategies, the book demonstrates how small changes in practice can have a significant impact on pupils’ confidence, motivation and success.

One of the book’s most powerful messages is Ayres’ belief that “all students benefit from revealing their stories”, highlighting the transformative potential of writing as a tool for self-expression, healing and empowerment. Ayres advocates for creating classroom environments where pupils feel safe, valued and empowered to share their voices, recognising that writing is not simply an academic skill but a means of making sense of the world and communicating personal experiences.

Enticing Hard-to-Reach Writers is ultimately a hopeful and empowering book. It reminds us that every child has a story to tell and that, with the right encouragement and opportunities, even the most reluctant writers can find their voice.

Let's Hear It From the Boys: What Boys Really Think About School and How to Help Them Succeed by Gary Wilson

A persistent gender attainment gap exists within the Welsh education system, with girls generally outperforming boys across many core school subjects and qualifications, although the size and nature of the gap vary by subject and age group.

Rather than offering another theoretical discussion of the gender attainment gap, Gary Wilson gives boys themselves a voice. Drawing on the experiences and perspectives of boys from schools across the UK, he explores what helps them thrive in school and what barriers can stand in the way of success.

Learner voice is at the heart of this book. Wilson argues that if schools want to improve outcomes for boys, they must first listen to them. Through real-life testimonies, he examines issues including motivation, behaviour, reading, homework, assessment, peer pressure and relationships with teachers.

One of the book's greatest strengths is its focus on relationships. The boys consistently describe effective teachers as those who show respect, act fairly, build trust and take a genuine interest in their lives. Wilson demonstrates how strong relationships, alongside engaging teaching and high expectations, can significantly increase boys' participation, engagement and achievement.

The book also speaks directly to contemporary concerns about the impact of social media, online influences and peer culture on young people's attitudes towards learning, identity and relationships. Wilson explores how these external influences can shape boys' perceptions of success, masculinity and education, encouraging schools to create spaces where such issues can be discussed openly and critically.

Throughout, the book encourages professional reflection while offering practical strategies that teachers and school leaders can adapt to their own settings. Its combination of learner voice, research-informed insights and actionable approaches makes it both engaging and highly relevant for educators seeking to better support boys' achievement and wellbeing.

You Got This! Thriving as an early career teacher with Mr T by Andrew Taylor

A practical and reassuring guide to help NQT’s thrive as they embark on their teaching career. Packed with advice, strategies and real-world insights. The book aims to help new teachers not just survive but genuinely thrive.

Andrew Taylor, widely known through his presence on X (@MrTs_NQTs) brings together over a decade of experience as an NQT mentor, alongside his role as a Senior Lecturer in Primary Education at the University of Worcester. Through his social media presence, he has supported thousands of teachers by sharing accessible, experience-driven guidance, and this book brings together that expertise in a structured and engaging format.

Each chapter explores a key stage of the early teaching experience, including securing your first teaching role, preparing your classroom for September, establishing routines, managing workload, and prioritising wellbeing. The content is grounded in the realities of school life, offering practical steps alongside reflective advice to help teachers build confidence and resilience.  

A valuable feature of the book is the inclusion of real-life reflections from NQT’s at the end of each chapter. These reflections provide reassurance, relatability and a sense of community – highlighting that new teachers are not alone in their challenges.

The book is encouraging, easy to navigate and written in a down-to-earth style making it a useful companion for anyone entering the profession.

The book was Highly Commended in the CPD category at the Teach Secondary Awards 2023, reflecting its impact and value as a professional development resource.

The Inclusive Classroom: A new approach to Differentiation by Daniel Sobel and Sara Alston

Sobel and Alston present an engaging vision of inclusive differentiation, framing it not as the creation of multiple versions of the same lesson, but as the thoughtful design of learning experiences that are accessible, engaging and meaningful for all learners from the outset. In this context, differentiation is central to high-quality teaching, ensuring that all pupils can participate, progress and succeed without creating unnecessary complexity for teachers.

Drawing on a combination of research, classroom experiences and real-life examples, the book offers a highly practical perspective on meeting the needs of diverse learners. It explores how teachers can reduce unnecessary barriers to learning while maintaining high expectations for all, and provides straightforward strategies for planning, assessment, classroom organisation and pupil support. The emphasis throughout is on simplicity and impact.

The book is particularly relevant to us in Wales as its approach closely aligns with the principles of the Curriculum for Wales, reflecting its emphasis on equity, inclusion, learner-centred practice and supporting progression for all learners.

Widely praised by educators, the book is valued for its focus on simplifying practice while strengthening impact, whilst remaining grounded in authentic school experiences. It serves as a valuable professional learning resource for teachers, ALN practitioners, teaching assistants and school leaders across both primary and secondary settings, seeking to strengthen inclusive practice and ensure that all pupils can thrive.

Creating Excellence in Primary School Playtimes: How to Make 20% of the School Day 100% Better by Michael Follett

Drawing on extensive practical experience, Michael Follett demonstrates how high-quality playtimes can have a transformative impact on children’s social development, emotional regulation and readiness to learn. A former teacher, and leading UK expert in play and outdoor learning, Follet is the founder of the Outdoor Play and Learning programme (OPAL), which supports schools in improving the quality of children's playtimes.

The book challenges schools to consider playtime as more than a break between lessons. Instead, it presents play as a vital part of children’s development and offers realistic, evidence-informed strategies to create a happier, safer and more engaging playground environment.

What makes this book particularly valuable for our schools in Wales is its strong alignment with the principles of the Curriculum for Wales, and Welsh Government’s framework on embedding a whole-school approach to emotional and mental well-being, both of which places a strong emphasis on the importance of play. It reinforces the idea that play is not an optional extra, but a central component of supporting children’s holistic development.

Follet covers a wide range of topics, including improving pupil behaviour, increasing physical activity, supporting inclusion, developing leadership skills and making better use of playground spaces and resources. It is highly practical in its focus, identifying clear steps for implementing positive change and offers an excellent professional learning opportunity for primary school practitioners seeking to enrich children’s daily experiences.

The Emotionally Intelligent Teacher: Enhance Teaching, Improve Wellbeing and Build Positive Relationships by Niomi Clyde Roberts

Niomi Clyde Roberts’ book is a timely and practical read in which she draws on her experience as an assistant headteacher and education consultant to offer a thoughtful and practical guide to managing the emotional currents that run through staffrooms, classrooms and leadership conversations. She emphasises how important it is in education to deal in a compassionate and supportive way with all those with whom we come into contact.

The book translates emotional intelligence into everyday teaching realities such as difficult parent meetings, team dynamics, leadership conversations, and the quieter challenge of managing your own responses under pressure.

It is an honest, encouraging, and relatable read, making it suitable for everyone – from support staff, classroom teachers, middle leaders and senior teams alike. Offering practical strategies for strengthening wellbeing, fostering positive relationships, and creating an emotionally healthy community and cultures. The book provides an inspiring read that speaks to the everyday realities of working in education.

Good Autism Practice for Teachers: Embracing Neurodiversity and Supporting Inclusion by Karen Watson

As we recognise Autism Awareness Month and celebrate the importance of understanding, acceptance and inclusion, Good Autism Practice for Teachers offers a timely and empowering contribution to the conversation.

Karen Watson, an experienced Additional Support Needs educator based in Scotland, draws on over a decade of hands-on work with autistic and neurodivergent learners. Her deep, authentic understanding of inclusive education shines throughout the book, providing teachers with practical, adaptable strategies that can be woven seamlessly into everyday classroom practice. Combining research, classroom experience and thoughtful reflection, Watson equips teachers, trainees and SENCOs with the tools they need to create truly supportive and empowering learning environments.

In Good Autism Practice for Teachers, Watson explores core elements of autism theory, including procedural and semantic memory, executive functioning, sensory integration, expressive and receptive language, and behaviour as communication. She also highlights the essential role of emotional literacy, co‑regulation and resilience in fostering safe and nurturing spaces where pupils can thrive.

What sets this book apart is its focus on flexible, actionable approaches. Rather than offering rigid solutions, Watson empowers educators to make informed, responsive decisions tailored to the unique strengths and needs of their pupils. With clear explanations, relatable examples and meaningful guidance, this book supports teachers in building positive relationships, enhancing learning and confidently embracing autism within their classrooms.

The Neurodiverse Classroom: A Teacher's Guide to Individual Learning Needs and How to Meet Them by Victoria Honeybourne

To mark Neurodiversity Celebration Week, a time dedicated to recognising neurological differences, The Neurodiverse Classroom offers an opportunity to reflect on how education can more effectively meet the needs of every learner. Written by Victoria Honeybourne, an experienced advisory teacher and trainer, the book is informed by many years of professional practice in the field of special educational needs. The author’s expertise is also enriched by her personal experience as a neurodivergent woman, giving the book an authentic and empathetic voice.

A strong and consistent theme throughout the book is its emphasis on emotional wellbeing, with particular attention given to the experiences of girls and young people whose needs are frequently overlooked. By highlighting diverse ways of thinking and challenging widely held assumptions, the book advocates for a more reflective and inclusive approach to teaching and learning.

Rather than centring on limitations or fixed categories, Honeybourne places the individual firmly at the heart of education. She explores how classroom environments can be adapted to foster confidence, belonging and self-belief, offering practical strategies that are realistic for teachers to implement. Complex terminology is clarified through clear explanation, and prevalent myths are systematically unpacked, supporting readers to move beyond stereotypical understandings.

Drawing together research, lived examples and reflective commentary, this book delivers guidance that can be applied directly in everyday practice. It reinforces the message that neurological difference is a natural and valuable part of modern education, making it a highly relevant and empowering resource for educators.

The Muddy Puddle Teacher: A playful way to create an outdoor Early Years curriculum by Sarah Seaman

Drawing on extensive experience in child-led, outdoor learning, Sarah Seaman brings a practical and deeply informed perspective to nature-based education. A former primary teacher, outdoor learning specialist, and accredited CPD trainer, Seaman works closely with schools to embed outdoor learning in meaningful ways. Shaped by her own experience of ADHD and dyslexia, her inclusive approach is designed to reach learners with diverse needs, particularly those who learn best through movement, exploration, and hands-on experiences.

The Muddy Puddle Teacher is packed with imaginative outdoor activities that link naturally to curriculum areas such as Maths, Literacy, Science, and PSHE. Using readily available natural and recycled materials, the ideas are flexible enough to work in any outdoor setting and are both sustainable and affordable. Each activity encourages curiosity, creativity, and active learning, helping children step away from digital screens and reconnect with the natural world.

The Muddy Puddle Teacher approach has already made a significant impact in hundreds of schools across the UK and beyond, supporting children who thrive outside conventional classroom methods, and this book captures its core principles clearly and effectively. Built around the Three Muddy M’s - mother nature, mental health, and getting children moving, it offers inspiration alongside practical guidance. Encouraging children to explore, discover, and play together outdoors, this book is a great resource for educators seeking engaging and purposeful learning experiences beyond the classroom.

Teaching Rebooted: Using the science of learning to transform classroom practice by Jon Tait

Jon Tait is a long-serving educator and current deputy headteacher with over fifteen years of experience working across a range of secondary schools in the UK. Having led on teaching quality, staff development, and whole-school improvement, he brings a practical and well-informed perspective to the everyday challenges faced by teachers.

In Teaching Rebooted, he combines insights from educational research and cognitive science into a clear, accessible guide for teachers who want to improve classroom practice through a better understanding of how students learn. The book is structured around bite-sized summaries, classroom ideas, and reflective prompts that encourage teachers to think carefully about what they do and, importantly, why they do it. Tait explores key principles such as retrieval practice, dual coding, interleaving, and metacognition, pairing each with straightforward strategies that can be applied directly in lessons.

Central ideas around memory, practice, and student thinking are explained in a way that feels manageable rather than academic. Rather than overwhelming the reader with research, Tait focuses on how small changes to planning, questioning, and lesson design can lead to meaningful improvements in learning.

Reflection is a consistent thread throughout the book, prompting readers to revisit familiar routines and evaluate whether they genuinely support long-term understanding. This reflective focus makes Teaching Rebooted particularly valuable for professional development, encouraging discussion and self-evaluation. Clear, concise, and rooted in classroom reality, this book is well suited to teachers at any stage of their career who are looking to refine and strengthen their practice.

100 Ideas for Secondary Teachers: Revision by John Mitchell

With over twenty years of experience working in secondary schools, John Mitchell delivers a refreshing and practical guide aimed at making revision meaningful. His creative strategies have earned him high praise within his school community, and in 2014 he was named by The Guardian as one of the top five history teachers in the UK.

This book offers a blend of inventive ideas, from brand-new activities to smart reinventions of classic techniques. Whether you’re an early-career teacher developing strong revision habits or an experienced educator looking to revitalise your practice, you’ll find a wealth of adaptable strategies.

Mitchell combines educational theory with strategies that have been tested in real classrooms, helping teachers build a culture where revision is woven into everyday learning rather than crammed into the weeks before exams. With adaptations of popular games like Connect Four and Run-around, this book reintroduces fun, interaction, and creativity into the revision process, building student confidence and improving outcomes. It aims to help maintain student focus while preventing revision from becoming mindless or overwhelming.

This is a great resource for any teacher looking to strengthen their revision techniques, boost student engagement, and bring fresh energy into their classroom. It’s practical and easy to implement approach makes it useful for teachers to apply in any classroom.

Cefnogi Pob Plentyn, edited by Nanna Ryder

To celebrate the Welsh language Commissioner’s ‘Defnyddia dy Gymraeg’ campaign, we are pleased to recommend the Welsh language book ‘Cefnogi Pob Plentyn’. Edited by Nanna Ryder, this publication brings together the expertise, research and lived experiences of a number academics specialising in primary education, social inclusion and early childhood studies. The book provides a comprehensive overview of policies, philosophy and practice in a distinctly Welsh context, exploring specific subjects including learner development, children’s rights, additional learning needs and the importance of play and creativity.

Many of these themes align closely with the standards expected of EWC registrants as outlined in the Code of Professional Conduct and Practice, particularly in relation to safeguarding, professional values and principles, learner wellbeing and professional collaboration.

Each chapter concludes with thought provoking discussion topics, case studies and links to further reading and resources, offering readers the opportunity to reflect on key issues and explore them in greater depth.

‘Cefnogi Pob Plentyn’ has been praised for its insightful content and for supporting the development of appropriate Welsh-language terminology for educational practitioners working through the medium of Welsh. As a proudly bilingual organisation, the EWC is committed to promoting the Welsh language and actively seeks opportunities to do so throughout our work. Read more about our commitment.