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Whenever there is a new Ofsted framework, there is an understandable rush to identify hard and fast rules to inform decision-making. As inspection reports are published, recurring themes emerge and quickly become shared as guidance for others.
An excerpt from an SSAT Leadership Legacy Project think-piece written by Charlotte Nicholas from Westminster Academy.
Charlotte Nicholas from Westminster Academy shares her LLP think-piece from 2020 focusing on her school’s journey to create a more diverse curriculum.
Saiqua Zaneb explains how Central Foundation Girls’ School have had a relentless, strategic focus on embedding student leadership in as many facets of school life as possible. This has empowered students to become future changemakers.
Members of the SSAT team reflect on their highlights of 2022 and what they are looking forward to in the coming year…
From transforming teaching and learning discussions to encouraging every student to participate in lessons, the impact of the SSAT’s Embedding Formative Assessment programme at Lostock High School has been far-reaching.
As our member schools often observe, school holidays can be a challenging time for pupils who are experiencing mental health issues. We are pleased to let you know that the resource hub produced by Beyond, goes live next week.
After highlighting Empathy Week in the last SEND Update, I was reminded about some of the most impactful training I undertook during my 30 years within the classroom. Early on in my career I attended a course at Nottingham University which focussed on teaching science to SEN learners.
Let’s dive straight in and ask: What is it that makes someone a leader? And how do you identify leadership potential?
The DfE does not think that teachers are good curriculum designers, so have provided Oak Academy with £43 million over three years to provide curriculum materials to schools. Oak’s purpose is to “improve pupil outcomes and close the disadvantage gap by supporting teachers to teach, and pupils to access a high-quality curriculum.” This is another example for me of the DfE not having due regard for the professionalism of teachers.
