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Following the announcement on 10 May that schools are to start a phased reopening from 1 June, Pauline Holbrook, Head of SEND at SSAT, reviews the guidance available for special schools and shares the planning experiences of The New Bridge Multi Academy Trust as they prepare to welcome back more of their community
As they prepare for reopening, Dr Martina Lecky, Executive Headteacher at Vanguard Learning Trust, describes how the trust’s schools have split their preparations to focus on the immediate, practical logistics while remaining considerate of the longer-term impact on their communities.
In this webinar, Graham Quinn, CEO, The New Bridge Academy Trust and chair of the SSAT SEN headteachers’ steering group shares the experiences and challenges faced by his schools over the last few weeks.
Tom Middlehurst, Head of Policy and Public Affairs at SSAT, outlines the importance of considering the data created during teacher assessments, and its longer-term impact on any subsequent data subject access requests
Watch Chris Billington, partner at Wrigleys Solicitors as he provides clarification on issues around: confidentiality data regulations freedom of information requests data subject access requests. Chris also answers questions from members of the SSAT network.
In his latest policy webinar, Tom Middlehurst, Head of Policy and Public Affairs at SSAT, provides the latest information on: school reopenings, the government’s COVID-19 strategy, Ofqual’s proposals, accountability.
Leading teacher assessment and ranking: read the latest policy briefing paper from Tom Middlehurst, Head of Policy and Public Affairs at SSAT
In this policy update, hosted by Tom Middlehurst, Head of Policy and Public Affairs at SSAT, we take a closer look at how heads, principals, SLT and curriculum leaders might go about the process of teacher assessment and ranking exercises
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In partnership with SecEd, SSAT has produced this publication in which Matt Bromley and Professor Dylan Wiliam consider why formative assessment must be placed at the heart of good teaching and offer practical, evidence-based strategies and classroom advice.
In this think piece, which considers how it will be for children when they return to school following the COVID-19 pandemic, Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University and Matthew Carpenter, Principal, Baxter College, Kidderminster explain why they believe a Recovery Curriculum is necessary to successfully transition children back to school.
