The more effectively schools communicate with parents, the better off pupils will be. Parental engagement expert and author Dr Kathy Weston highlights the ways in which schools’ engagement with parents impacts learning outcomes for students.
Whether it is meant to be a force to be reckoned with as a society or a protest-inducing phenomenon, the complexities of Brexit should be more effectively communicated. Amand Menon, Director of The UK in a Changing Europe, emphasises why schools should be teaching their students about all things Brexit.
Lyndsey Morgan, lead practitioner for literacy, Drapers’ Academy, describes their successful approach, which involves colleagues and students as well as outsider expertise in decision making and implementation.
At times of recruitment difficulties in schools, the path of Tracey Stonell, a teaching assistant-turned-teacher, is an inspiration to others who are considering changing career or progressing from a support role in school to a teaching role.
Sarah Monsell, subject leader of art at Kingsford Community School, describes how a critical thinking approach can be applied across the school to improve attainment of the most able and standards for all pupils
A number of year 10 students attended SSAT’s National Conference at ICC, Birmingham in December. Here are some of the evaluations from students at Sir Christopher Hatton Academy, collated by their teacher Laura Murphy
Rt Hon David Lammy, former barrister and now MP for Tottenham, highlights the issues in education for young people from working-class BME backgrounds and their families
Julie Jacques, SSAT lead practitioner, Cambourne Village College, explains how more effective use of teaching assistants and practical resources to improve understanding can improve maths teaching
Nilam Patel, mathematics curriculum leader at Canons High School, describes the improvements in progress as well as enjoyment and engagement resulting from personalised learning
Dylan Wiliam, emeritus professor of educational assessment at UCL, explains the evidence for the cost-effectiveness of formative assessment.