School improvement stories: All teachers and TAs get involved in checking for consistency
Mark Barrett, Deputy Headteacher, Kingsmeadow School, describes the work of their rolling consistency working parties.
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School improvement stories: Creating the right ethos for teaching and learning improvement
Melanie Davies, Senior Lead Practitioner, Newmarket Academy, shows how the lead practitioner role has helped to move her school from special measures to good, and to make increasingly valuable contributions to the MAT.
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How nudges can help parents to get more involved in their children’s learning
Rob Hitch, Vice Principal, Harris Academy South Norwood, on getting away from the traditional child response to any parent enquiry about school: ‘it was alright!’
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Developing aspiration among students with high potential
Holly Henderson, English teacher, Bristnall Hall Academy, shows the benefit of abandoning the ‘gifted and talented’ label.
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We infect them with our passion – and our stress
Dr Emma Kell, head of department in a north London school, and author of How to Survive in Teaching: Without imploding, exploding or walking away, offers some tips for teachers in the classroom.
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Intensive focus boosts literacy
Jeniffer Sing, Vice Principal, and Michael Chapman, Strategic Lead for Educational Research, Hope Academy, describe their intensive, wide-ranging programme and its effects on student reading ages.
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Further reflections on the SSAT Leadership Legacy Project
Emily Keen, English teacher responsible for KS3 English and whole-school literacy, Richard Challoner School writes.
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How did I feel on winning this award? I wanted to go and teach a class, right then
Michael Grant, winner of the Pearson Awards’ outstanding new teacher of the year, describes his feeling of inspiration at the awards ceremony.
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Encouraging the quiet girls to open up
Ahead of Women’s History Month, with International Women's Day taking place on 8 March, Paul Highfield, leader of learning for global education, Fir Vale School Academy trust writes.
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