Blog posts by SSAT

In this blog Pauline Holbrook, our Head of SEND reflects on how we might support our learners with SEND understand death and their grief and that of others.

“Data-driven school improvement” was all the rage in the 2010s. School leaders, advisers and inspectors all used RAISEonline, Fischer Family Trust and the Ofsted data dashboard as the touchstone for their work. Fortunately, we gradually became savvier and more looked more at “data-informed school improvement”. And then came the pandemic.

As thoughts now turn to planning for the next school year, you may find SSAT’S Framework for Exceeptional Education helpful in identifying development priorities. The framework is a self-review and planning tool, which can be used in its entirety or a strand at a time, depending on whether you want to take a broader view or focus on a particular aspect of your practice. 

Our third Summer Series event focused on one question: What makes the difference for a child or young person who is disadvantaged, vulnerable or in crisis?

Key Stage Two Statutory Testing has taken place this month for Year Six pupils across England. SSAT Senior Education Lead and Head of the Primary Network, Laura Burton, reflects upon the assessments from the perspective as educator and parent, considering the impact our current accountability system has on the whole school community.

The state opening of parliament on Tuesday included references to reforms to the education will help every child fulfil their potential wherever they live, raising standards and improving the quality of schools and higher education. The purpose of the bill is to: Level up opportunity by delivering a stronger and more highly performing school system that works for every child, regardless of where they live and is part of the governments levelling up agenda.

SSAT’s Pauline Holbrook, Head of SEND, comments on the government’s Green Paper on SEND ‘Right support, right place, right time’

The green paper sets out proposals to ensure that every child and young person has their needs identified quickly and met more consistently, with support that is determined by their needs and not by where they live. I don’t think
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Corinne Settle and Alex Galvin reflect on what it means to ‘reset’ and how the focus needs to be on connection and collaboration.

The Schools, Students and Teachers network (SSAT) has announced funding from the Education Endowment Foundation (EEF), through the DfE’s Accelerator Fund, to support schools in the Research School Commissioner regions of the North, East Midlands and the Humber, and West Midlands. It means up to 150 secondary schools in these regions will be eligible for 70% funding of the supported two-year EFA programme.