What’s your why?
Focus on the ‘why’ keeps us aligned to our vision, our purpose, writes SSAT senior education lead Dan Belcher.
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No more knee-jerk reactions on safeguarding – what Ofsted are looking for now
Ofsted’s safeguarding focus is shifting from policy and process to practice and its impact, writes SSAT senior education lead Colin Logan.
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Ofsted’s response to consultation on short inspections
Ofsted has today published its response to the consultation on changes to the way in which section 8 “short” inspections for good schools are carried out.
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What kind of learning for what kind of future?
Alex Galvin, Senior Education Lead, SSAT writes a preview to the exclusive member publication SSAT on Future Learning.
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A formative journey: making students active in the learning process
Greg Gilbey, Director of Student Engagement, Lincoln Christ's Hospital School shares their story as one of the 61 schools to have completed the EEF/SSAT project Embedding Formative Assessment this year.
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How can teachers become more evidence-informed?
Shaun Allison, Director of Research School and Deputy Headteacher, Durrington High School provides eight fresh ideas on how a busy teacher can access research papers and evidence to improve their own practice.
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Four pillars of principled curriculum design, to articulate and evidence curriculum intent
SSAT have captured some of the key questions provoked by a focus on curriculum intent in 4 pillars of principled curriculum design.
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Turning mirrors into windows: how a challenging curriculum can aid social mobility
The curriculum is one of the key levers, perhaps the key lever, we have to improve the life chances of the young people in our care. Rob Hitch, Vice Principal, Harris Academy South Norwood discusses the link between a challenging curriculum and social mobility.
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New academic year: time to recalibrate
Helena Marsh, Executive Headteacher, Linton Village College, reflects upon the start of the new academic year 2017/18.
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Hello September: here we go again…
Psychologist Dr Lindsay Joyce suggests evidence-based strategies to build wellbeing recovery into your school day; helping to boost your happiness and create a more effective learning environment for students at the start of the academic year and beyond.
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