Invicta Grammar School – ‘Transforming’ practice in all areas
Invicta Grammar School has just become one of only three schools nationally who have been recognised for ‘transforming’ practice in all 12 strands of the SSAT Framework for Exceptional Education.
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St Andrew’s Catholic School – ‘Transforming’ practice in all areas
St Andrew’s Catholic School in Leatherhead, Surrey has just become one of only three schools nationally to be recognised for ‘transforming’ practice in all 12 strands of SSAT’s Framework for Exceptional Education.
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Chartered College of Teaching and SSAT launch new CPD partnership to improve formative assessment
A new partnership between the Chartered College of Teaching and SSAT will support teachers to embed formative assessment practices in their classrooms.
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TeachVac: supporting schools during a recruitment crisis
Schools are facing the worst teacher recruitment crisis since the Second World War, but there is little recognition of this in the mainstream media and little comment from the DfE.
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World environment day
World Environment Day is an annual event celebrated on 5 June to raise awareness about environmental issues and promote actions to protect our planet.
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Women in Leadership in Education
Leadership progression in education is not a level playing field. Whether deliberately or unwittingly, women, and particularly women from ethnic minorities are frequently disadvantaged.
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Why you should sign up to The Children’s Charter – a pledge for children
The most widely spoken phrase during the launch of the Children’s Charter – a pledge for children was “It is time for change”.
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Women in Leadership and Education – Katharine Carruthers OBE
Katharine Carruthers OBE is Director of the Mandarin Excellence Programme at the IOE, UCL’s Faculty of Education and Society. Katharine is an international expert on the teaching of Chinese and a driving force behind the teaching of Chinese in schools in England.
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Women in Leadership and Education – Chloe Richards – Leader of Learning, Colham Manor Primary School, Uxbridge
Failure has been an essential element of my journey into early leadership. In my early 20s, I found myself as a newly qualified teacher working across a cluster of schools where the environment was toxic. I felt disillusioned and uninspired by the work ethic and at the age of 24, I left the education profession in pursuit of a career which would make me feel motivated and capable.
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What learners need now
Prior to the pandemic, mainstream schools were saying they were unable to get timely support for students who needed more than they themselves could provide – particularly in respect of learners who needed CAMHS support and special schools were telling us that they were operating with over-commissioned places.
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