Creating anti-racist school communities: Floyd three years on
Angelina Idun, Director of Education at SSAT, reflects on the importance of continuing to actively address inequalities in our school communities.
Read now >>
7 tips to help secondary schools diversify the curriculum
For years and years, the secondary curriculum in the UK has suffered criticism for being lacking in representation of the UK’s population today. According to Demie and Harris (2019, 2020), “the British school curriculum focuses on British culture and history and ignores ethnic minorities in the curriculum”.
Read now >>
The Hayling College: An EFA Case Study
The Embedding Formative Assessment programme is a priority at The Hayling College – for classroom practice, CPD, staff wellbeing and autonomy, and reducing workload…
Read now >>
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.
Read now >>
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.
Read now >>
Women in Leadership and Education – Sue Williamson, CEO of SSAT
SSAT’s CEO, Sue Williamson, shares her thoughts on women in leadership and education and reflects on her experiences and her journey to headship.
Read now >>
Professor Dylan Wiliam live events. Why formative assessment matters
The word inspirational was the most common feedback from teachers to describe the Dylan Wiliam events in March. I asked several teachers why they described the day and Dylan this way. The answers were all similar. Dylan is no nonsense, straight to the point with clarity on where there is and isn’t an evidence base to improve student achievement.
Read now >>
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.
Read now >>
How can we help students and staff recover from Covid
Since the pandemic, we know that behaviour has become a greater concern for many schools and this is inevitably impacting on the wellbeing of staff. We partner with a number of organisations who work with schools. This piece shares the experiences of the team at humanutopia.
Read now >>
One thing that Ofsted could do right now
Everyone in education’s thoughts this week are with the family, friends and colleagues of Ruth Perry, the Reading headteacher who took her own life in January. No one at this stage can know the thoughts that were in Ruth’s head at the time and it would be completely wrong to speculate.
Read now >>
