As one of 14 schools in the country, Bristnall Hall is a Lead Practitioner Learning Centre. Speaking with Abby Bayford, Director of Institute at Academy Transformation Trust, we learned why Bristnall Hall aimed for such status, and the SAT Lead Practitioner Accreditation programme has had across the Trust.
SSAT’s Andy Williams speaks to Teach Secondary to explain how Lead Practitioner Accreditation can supercharge your professional conversations, staff interactions and learning discoveries
Gemma Williamson, Deputy Principal for teaching and learning at The Hazeley Academy, explains why it’s essential that we are ambitious when considering how face-to-face learning might be transformed post-COVID-19
Christina Codling, Lead Practitioner – Area Leader MFL, Bristnall Hall Academy, sits with Senior Relationship Manager, Ejike Agubor to discuss how the accreditation enabled her and colleagues to see professional development in a new way
This week, our members offer their views on how they have been caring for their teams during the pandemic to enable them to support the mental health of the young people in their care.
Laura Burton, Senior Education Lead at SSAT, reflects on one school leader’s experience of implementing a digital strategy which provides opportunities for collaboration while also building a stronger school community
As a recently accredited Lead Practitioner, Razben Miah, Subject Leader of Computing, The Ongar Academy, sat with Ejike Agubor, Senior Relationship Manager to explain why she sought to complete the SSAT Lead Practitioner Accreditation
Our regular series of articles where we share the thoughts of SSAT members on national developments happening in education at the moment.
Welcome to the first in a regular series of articles where we share the thoughts of SSAT members on national developments happening in education at the moment. This week, our members offer their views on teacher assessments and the idea
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Laura Burton explores what meaningful pupil voice is, and the importance of clear leadership when developing systems and approaches in a primary school to maximise the impact on the development of the whole child.