Peps
@pepsmccrea.bsky.social
Keeping you (teachers) informed // Director of Education, Steplab // Author of Evidence Snacks, a weekly 5-min email read by 25k+ teachers → https://snacks.pepsmccrea.com 🎓
“How can I know what I think till I see what I say?”
— Graham Wallas
How to harness the 'Generation Effect' by externalising thinking...
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— Graham Wallas
How to harness the 'Generation Effect' by externalising thinking...
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November 9, 2025 at 7:00 PM
“How can I know what I think till I see what I say?”
— Graham Wallas
How to harness the 'Generation Effect' by externalising thinking...
↓
— Graham Wallas
How to harness the 'Generation Effect' by externalising thinking...
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🚨 LIBERAL OVERREACH
When applying our values backfires:
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When applying our values backfires:
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October 12, 2025 at 6:00 PM
🚨 LIBERAL OVERREACH
When applying our values backfires:
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When applying our values backfires:
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Tailor to lesson content, not student preferences.
An alternative to the learning styles myth:
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An alternative to the learning styles myth:
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October 5, 2025 at 6:00 PM
Tailor to lesson content, not student preferences.
An alternative to the learning styles myth:
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An alternative to the learning styles myth:
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To boost learning & reduce workload...
Agree the toolkit:
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Agree the toolkit:
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September 28, 2025 at 6:00 PM
To boost learning & reduce workload...
Agree the toolkit:
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Agree the toolkit:
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Upstream Thinking
How to get ahead of behaviour in schools:
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How to get ahead of behaviour in schools:
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September 21, 2025 at 6:00 PM
Upstream Thinking
How to get ahead of behaviour in schools:
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How to get ahead of behaviour in schools:
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And these highly practical books from Tom Bennett and Ollie Lovell:
September 14, 2025 at 6:00 PM
And these highly practical books from Tom Bennett and Ollie Lovell:
Student behaviour is a big deal.
It's best taught (rather than told):
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It's best taught (rather than told):
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September 14, 2025 at 6:00 PM
Student behaviour is a big deal.
It's best taught (rather than told):
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It's best taught (rather than told):
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Composite Planning (vs solo planning).
Leveraging specialisation & scale for better education:
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Leveraging specialisation & scale for better education:
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July 6, 2025 at 6:00 PM
Composite Planning (vs solo planning).
Leveraging specialisation & scale for better education:
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Leveraging specialisation & scale for better education:
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For more, check out our discussion paper (co-authored by the crazy smart @Barker_J & @Josh_CPD):
resources.steplab.co/content/fil...
Would love any suggested improvements.
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resources.steplab.co/content/fil...
Would love any suggested improvements.
👊
July 3, 2025 at 6:00 AM
For more, check out our discussion paper (co-authored by the crazy smart @Barker_J & @Josh_CPD):
resources.steplab.co/content/fil...
Would love any suggested improvements.
👊
resources.steplab.co/content/fil...
Would love any suggested improvements.
👊
EXAMPLES
What might all this feel like in practice?
In essence, it entails a shift from INDIVIDUALISM to INCLUSION.
Here are two classroom vignettes to illustrate:
What might all this feel like in practice?
In essence, it entails a shift from INDIVIDUALISM to INCLUSION.
Here are two classroom vignettes to illustrate:
July 3, 2025 at 6:00 AM
EXAMPLES
What might all this feel like in practice?
In essence, it entails a shift from INDIVIDUALISM to INCLUSION.
Here are two classroom vignettes to illustrate:
What might all this feel like in practice?
In essence, it entails a shift from INDIVIDUALISM to INCLUSION.
Here are two classroom vignettes to illustrate:
3.4 Minimum Necessary Adaptation
Beyond universal instruction and accessible design, any adaptations should be as lightweight as possible to bridge learning gaps. Where possible, we should use temporary, in-class support rather than separate learning tracks.
Beyond universal instruction and accessible design, any adaptations should be as lightweight as possible to bridge learning gaps. Where possible, we should use temporary, in-class support rather than separate learning tracks.
July 3, 2025 at 6:00 AM
3.4 Minimum Necessary Adaptation
Beyond universal instruction and accessible design, any adaptations should be as lightweight as possible to bridge learning gaps. Where possible, we should use temporary, in-class support rather than separate learning tracks.
Beyond universal instruction and accessible design, any adaptations should be as lightweight as possible to bridge learning gaps. Where possible, we should use temporary, in-class support rather than separate learning tracks.
3.3 Accessible by Default
We should proactively design lessons and environments to be inherently usable for all students, from the outset. This means anticipating and remove potential barriers, and ensuring lessons are perceivable, understandable, and doable.
We should proactively design lessons and environments to be inherently usable for all students, from the outset. This means anticipating and remove potential barriers, and ensuring lessons are perceivable, understandable, and doable.
July 3, 2025 at 6:00 AM
3.3 Accessible by Default
We should proactively design lessons and environments to be inherently usable for all students, from the outset. This means anticipating and remove potential barriers, and ensuring lessons are perceivable, understandable, and doable.
We should proactively design lessons and environments to be inherently usable for all students, from the outset. This means anticipating and remove potential barriers, and ensuring lessons are perceivable, understandable, and doable.
3.2 Prioritise Core Instruction
High quality, whole-class instruction has a disproportionately positive impact on students with SEND. Explicit instruction, strong routines, high participation, lots of retrieval... and so on. PD should prioritise this.
High quality, whole-class instruction has a disproportionately positive impact on students with SEND. Explicit instruction, strong routines, high participation, lots of retrieval... and so on. PD should prioritise this.
July 3, 2025 at 6:00 AM
3.2 Prioritise Core Instruction
High quality, whole-class instruction has a disproportionately positive impact on students with SEND. Explicit instruction, strong routines, high participation, lots of retrieval... and so on. PD should prioritise this.
High quality, whole-class instruction has a disproportionately positive impact on students with SEND. Explicit instruction, strong routines, high participation, lots of retrieval... and so on. PD should prioritise this.
3.1 Embrace Cognitive Similarity
How all students learn is more similar than it is different. Our best bet for supporting mainstream students with SEND is to strengthen universal provision built around common cognitive architecture (rather than focussing on individual deficits).
How all students learn is more similar than it is different. Our best bet for supporting mainstream students with SEND is to strengthen universal provision built around common cognitive architecture (rather than focussing on individual deficits).
July 3, 2025 at 6:00 AM
3.1 Embrace Cognitive Similarity
How all students learn is more similar than it is different. Our best bet for supporting mainstream students with SEND is to strengthen universal provision built around common cognitive architecture (rather than focussing on individual deficits).
How all students learn is more similar than it is different. Our best bet for supporting mainstream students with SEND is to strengthen universal provision built around common cognitive architecture (rather than focussing on individual deficits).
2.4 Label Backfire
When students get a label, teachers can inadvertently lower academic expectations. Students themselves can also internalise lowered expectations. And labels can negatively affect interactions, potentially leading to social exclusion or bullying.
When students get a label, teachers can inadvertently lower academic expectations. Students themselves can also internalise lowered expectations. And labels can negatively affect interactions, potentially leading to social exclusion or bullying.
July 3, 2025 at 6:00 AM
2.4 Label Backfire
When students get a label, teachers can inadvertently lower academic expectations. Students themselves can also internalise lowered expectations. And labels can negatively affect interactions, potentially leading to social exclusion or bullying.
When students get a label, teachers can inadvertently lower academic expectations. Students themselves can also internalise lowered expectations. And labels can negatively affect interactions, potentially leading to social exclusion or bullying.
2.3 Diagnostic Overshadowing
Prominent diagnoses can often mask other important factors or needs. Resources often follow the diagnostic label rather than specific learning need, and related interventions can be ineffective or incompatible with the reality of the classroom.
Prominent diagnoses can often mask other important factors or needs. Resources often follow the diagnostic label rather than specific learning need, and related interventions can be ineffective or incompatible with the reality of the classroom.
July 3, 2025 at 6:00 AM
2.3 Diagnostic Overshadowing
Prominent diagnoses can often mask other important factors or needs. Resources often follow the diagnostic label rather than specific learning need, and related interventions can be ineffective or incompatible with the reality of the classroom.
Prominent diagnoses can often mask other important factors or needs. Resources often follow the diagnostic label rather than specific learning need, and related interventions can be ineffective or incompatible with the reality of the classroom.
2.2 Construct Validity
SEND labels sometimes struggle to accurately represent complex underlying conditions (even the statutory SEND definition relies on subjective comparisons). And significant variation in identification rates suggests inconsistent school-level approaches.
SEND labels sometimes struggle to accurately represent complex underlying conditions (even the statutory SEND definition relies on subjective comparisons). And significant variation in identification rates suggests inconsistent school-level approaches.
July 3, 2025 at 6:00 AM
2.2 Construct Validity
SEND labels sometimes struggle to accurately represent complex underlying conditions (even the statutory SEND definition relies on subjective comparisons). And significant variation in identification rates suggests inconsistent school-level approaches.
SEND labels sometimes struggle to accurately represent complex underlying conditions (even the statutory SEND definition relies on subjective comparisons). And significant variation in identification rates suggests inconsistent school-level approaches.
2.1 Diagnostic Expansion
Between 2015-2024, EHCPs increased by 140%. Expansion is largely driven by broadening criteria, increased awareness, and system incentives. This growth then dilutes specialist resources and compromises quality of provision.
Between 2015-2024, EHCPs increased by 140%. Expansion is largely driven by broadening criteria, increased awareness, and system incentives. This growth then dilutes specialist resources and compromises quality of provision.
July 3, 2025 at 6:00 AM
2.1 Diagnostic Expansion
Between 2015-2024, EHCPs increased by 140%. Expansion is largely driven by broadening criteria, increased awareness, and system incentives. This growth then dilutes specialist resources and compromises quality of provision.
Between 2015-2024, EHCPs increased by 140%. Expansion is largely driven by broadening criteria, increased awareness, and system incentives. This growth then dilutes specialist resources and compromises quality of provision.
1.5 Unsustainable Costs
High-needs funding reached £10.7bn in 2024-25, a 58% real-terms increase. Over half of school funding increases (2019-2024) were absorbed by high needs growth. Local authorities face an estimated £4.6bn cumulative deficit by March 2026 🫠
High-needs funding reached £10.7bn in 2024-25, a 58% real-terms increase. Over half of school funding increases (2019-2024) were absorbed by high needs growth. Local authorities face an estimated £4.6bn cumulative deficit by March 2026 🫠
July 3, 2025 at 6:00 AM
1.5 Unsustainable Costs
High-needs funding reached £10.7bn in 2024-25, a 58% real-terms increase. Over half of school funding increases (2019-2024) were absorbed by high needs growth. Local authorities face an estimated £4.6bn cumulative deficit by March 2026 🫠
High-needs funding reached £10.7bn in 2024-25, a 58% real-terms increase. Over half of school funding increases (2019-2024) were absorbed by high needs growth. Local authorities face an estimated £4.6bn cumulative deficit by March 2026 🫠
1.4 Teacher Workload/Training
Bureaucratic demands, like EHCP paperwork, consume valuable teacher time. And 88% of teachers say they need more help to support students with SEND.
Bureaucratic demands, like EHCP paperwork, consume valuable teacher time. And 88% of teachers say they need more help to support students with SEND.
July 3, 2025 at 6:00 AM
1.4 Teacher Workload/Training
Bureaucratic demands, like EHCP paperwork, consume valuable teacher time. And 88% of teachers say they need more help to support students with SEND.
Bureaucratic demands, like EHCP paperwork, consume valuable teacher time. And 88% of teachers say they need more help to support students with SEND.
1.3 Inequities in Access
Children with SEND in affluent areas are more likely to have an EHCP than those in deprived areas. Disparities exist in exam access between independent and state schools. Hmm.
Children with SEND in affluent areas are more likely to have an EHCP than those in deprived areas. Disparities exist in exam access between independent and state schools. Hmm.
July 3, 2025 at 6:00 AM
1.3 Inequities in Access
Children with SEND in affluent areas are more likely to have an EHCP than those in deprived areas. Disparities exist in exam access between independent and state schools. Hmm.
Children with SEND in affluent areas are more likely to have an EHCP than those in deprived areas. Disparities exist in exam access between independent and state schools. Hmm.
1.2 Lack of Capacity
Diagnoses are perceived as primary gateways to resources. Yet lengthy processes for support cause significant family stress—only half of new EHCPs were issued within the 20-week limit in 2023.
Diagnoses are perceived as primary gateways to resources. Yet lengthy processes for support cause significant family stress—only half of new EHCPs were issued within the 20-week limit in 2023.
July 3, 2025 at 6:00 AM
1.2 Lack of Capacity
Diagnoses are perceived as primary gateways to resources. Yet lengthy processes for support cause significant family stress—only half of new EHCPs were issued within the 20-week limit in 2023.
Diagnoses are perceived as primary gateways to resources. Yet lengthy processes for support cause significant family stress—only half of new EHCPs were issued within the 20-week limit in 2023.
1.1 Poor Outcomes
Attainment gaps are persistent, increasing from 1 to 2 years behind peers (between age 5 and KS4). Students with SEND are five times more likely to be permanently excluded. And they report lower well-being and belonging.
Attainment gaps are persistent, increasing from 1 to 2 years behind peers (between age 5 and KS4). Students with SEND are five times more likely to be permanently excluded. And they report lower well-being and belonging.
July 3, 2025 at 6:00 AM
1.1 Poor Outcomes
Attainment gaps are persistent, increasing from 1 to 2 years behind peers (between age 5 and KS4). Students with SEND are five times more likely to be permanently excluded. And they report lower well-being and belonging.
Attainment gaps are persistent, increasing from 1 to 2 years behind peers (between age 5 and KS4). Students with SEND are five times more likely to be permanently excluded. And they report lower well-being and belonging.
Despite best intentions and significant investment, England’s SEND system is failing too many students and their families. To fix it, we need to understand why.
Mega-thread summary of my presentation at #FestivalOfEducation today:
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Mega-thread summary of my presentation at #FestivalOfEducation today:
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July 3, 2025 at 6:00 AM
Despite best intentions and significant investment, England’s SEND system is failing too many students and their families. To fix it, we need to understand why.
Mega-thread summary of my presentation at #FestivalOfEducation today:
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Mega-thread summary of my presentation at #FestivalOfEducation today:
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A large part of being an expert planner is about having specific knowledge in 3 areas:
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June 29, 2025 at 6:00 PM
A large part of being an expert planner is about having specific knowledge in 3 areas:
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