<img height="1" width="1" style="display:none" src="https://www.facebook.com/tr?id=530103085274799&amp;ev=PageView&amp;noscript=1">

CEM_Cambridge_Press_Assessment_Logo

Creating a positive environment for learning

A critical factor in the success of young people in schools is the environment in which they learn, play, and socialise together.

Teachers and researchers have been exploring how best to create an environment that both raises learner outcomes and maximises their future opportunities.

The Cambridge Schools Conference Series is an exciting opportunity to come together and explore the theme of creating a positive environment for learning through keynote presentations, workshops and breakout sessions.

The focus of the first conference in the series is the role of school leadership in developing a positive environment for learning and considering the impact periods of lockdown have had on student behaviour, learning loss and teacher communities of practice more broadly.

Explore the collection

Discover our range of resources!

We've selected a sample of our Quick Guides that give you insight on how assessments can support the creation of a positive learning environment.

What the experts say

Discover the helpful advice given by contributors on our CEM Blog.

icon_pdf_sept

How can Cambridge CEM data help Senior Leaders?
By Suzanne Crocker, Assessment Products Integration Manager, Cambridge University Press & Assessment

Discover all the ways Cambridge CEM can support Senior Leaders to create a positive environment for learning in their school.

icon_pdf_sept

Why do parents need data?
By Suzanne Crocker, Assessment Products Integration Manager, Cambridge University Press & Assessment

Research has shown that learners are most successful when School, Home and the Learner themselves work together.

icon_blog_sept

Creating a culture of care
By Dr Irenka Suto, Assistant Director of Assessment, Cambridge CEM

Nurturing all aspects of a student’s growth acknowledges the broader social, societal, and economic responsibilities of education.

icon_blog_sept

Enabling young people to fulfil their potential
By Dr Ros McLellan, Associate Professor, Faculty of Education, University of Cambridge

If we want students to develop into productive citizens, they not only need academic credentials but also good future mental health and wellbeing.

icon_blog_sept

Using formative assessment to support student resilience
By Natasha Arain, CEM Assessment Lead, Cambridge Assessment, and Mark Frazer, Teaching and Learning Lead, CEM

Young people are generally quite good at ‘putting a brave face on’ and problems often only become apparent once it is too late.

icon_blog_sept

Establishing a healthy data culture
By Sarah Turner, Education Manager, Cambridge Assessment

Allow educators to use data as a tool for improvement rather than simply as a measure for accountability.

icon_blog_sept

10 top tips for using data in schools
By Suzanne Crocker, Assessment Products Integration Manager, Cambridge University Press & Assessment

To use data really successfully, you need a good quality whole school data system with effective management.

icon_blog_sept

6 elements of great teaching
By Cambridge CEM

Defining effective teaching is not straightforward and there are many facets to it that combine to make great learning happen.

icon_blog_sept

Barriers to making data-based decisions in education
By Suzanne Crocker, Assessment Products Integration Manager, Cambridge University Press & Assessment

It is so important that our leaders give us time and data in an easy to use, comparable format so that we can collaborate with our colleagues and make decisions.