Blog

As we move through the summer term many schools will be organising elections and re-examining the structures that support their student leaders. Student leadership is no longer the sole domain of the student council, in many schools and academies student leadership roles appear throughout year groups and in a variety of guises including Sports Leaders, Peer Mentors, Student Ambassadors and student Subject Leaders.

As a large 3-18 Outstanding British Curriculum School in Dubai, we recruit and develop incredible teachers, some of whom don’t always aspire to senior leadership level.

What is an SSAT Lead Practitioner? What do they do? Ultimately, everything an LP does can and should enhance the daily lived experience of learners in their school and beyond, but just as important (particularly at this time of a crisis in teacher retention) it enhances the daily lived experience of colleagues, raising morale and fulfilling our moral purpose in education.

Thank you to everyone who joined us for SSAT’s Women in Leadership and Education event on 4 May. The contributions of all our speakers and participants made for a powerful, thought provoking and truly inspirational day.

Leadership progression in education is not a level playing field. Whether deliberately or unwittingly, women, and particularly women from ethnic minorities are frequently disadvantaged.

It continues to be a pleasure to have conversations with teachers and leaders, about how coaching is being approached in their schools, and how they are planning to develop this aspect of their work, to more greatly benefit staff and students.

The most widely spoken phrase during the launch of the Children’s Charter – a pledge for children was “It is time for change”.

SSAT Chief Executive, Sue Williamson, explores the lived reality for our children and young people and reflects on why urgent action is needed.

Angelina Idun, Director of Education at SSAT, reflects on the importance of continuing to actively address inequalities in our school communities.

For years and years, the secondary curriculum in the UK has suffered criticism for being lacking in representation of the UK’s population today. According to Demie and Harris (2019, 2020), “the British school curriculum focuses on British culture and history and ignores ethnic minorities in the curriculum”.