Book review

Inspired Primary Learners

The new must-read for any trainee teacher or primary practitioner! This bipartite book examines teaching across the entire primary curriculum, looking at creative and effective practice in all curricular subjects when teaching the 5-11 age range to broaden experiences. The first part of the book has chapters for each of the primary curriculum subjects, whilst the second half looks at wider issues and aspects to primary teaching such as outdoor learning, the need for imagination, and reading for pleasure. This unique book draws together detailed insights from schools in the form of case studies and vignettes from practicing teachers together with an academic evaluative voice supporting the reader to make connections and develop their own practice through a shared experience.

Student teachers on PGCE, BA, School Direct, Apprenticeship or SCITT routes into teaching are often confined to the teaching practice schools assigned by their provider. In addition, NQTs and practicing teachers, on average stay in one school for a period of 5 years (https:// nces.ed.gov/programs/coe/analysis/2005sa08.asp). There are many benefits of this book, but one limitation currently is the ability to discover insights into other excellent practice. This book provides, not only the insights, but a guided analysis and evaluation of the insights through the narrative provided.

Arguably, with an increase in the objective led curriculum and the focus on testing (Phonics check, KS1 SATs, Times Table check and KS2 SATs) there has been an identified shift in pedagogy from creativity to conformity (Teresa Cremin). This book directly addresses this shift through the innovative way in which the insights into excellence are provided across the curriculum for the reader to see a range of practices from other schools in the UK.

Feedback from students regarding academic texts used on Initial Teacher Education programmes is that often these books are very theoretically driven, and they struggle to make the connections with what they read and how this relates to practice and their experiences. A key, unique feature of this text is that the book starts from the practice which is underpinned by the theory. The emphasis in this text is on practitioner voice; woven throughout each chapter in a variety of modes including: • Interviews • Reflection on practice • Thought pieces; • Case studies;

There is, as ever, a need to ensure that ITE includes an element of criticality. This book presents this in an accessible way (as is needed). Teacher Educators can be confident that the text encourages student teachers to engage in the debates in education and not just ‘learn the ropes’.