Change needs to be led by the profession – join the conversation and lets redesign schooling, so that every child, whatever their ability or context, leaves school fully prepared to lead fulfilled and purposeful lives.
Developing a whole-school approach to deliver pastoral and transition support virtually during lockdown
In his think piece submission for the SSAT Leadership Legacy Project, Steven Robinson, Head of Physical Education & Head of KS3 at Hope Academy, explains how a project originally designed to celebrate student success has successfully been adapted into a virtual pastoral programme which also supports transition between years 6 and 7.
Sue Williamson, Chief Executive at SSAT, considers how our experiences throughout the pandemic can help create a positive shift in school culture to better support our students
Victoria Hearn, Principal at Impington Village College, describes why nurturing international mindsets in their students is key and how they are looking to the future
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.
Stephanie Atkin, a teacher at St Hugh’s, a school for learners with moderate, severe, and complex learning needs in Scunthorpe, and participant in SSAT’s NQT Inspirations programme, is approaching the final weeks of her NQT year.
SSAT’s Andy Williams speaks to Teach Secondary to explain how Lead Practitioner Accreditation can supercharge your professional conversations, staff interactions and learning discoveries
Mark Phillips, headteacher at Deptford Green School in Lewisham, had a monitoring inspection from Ofsted just before February half-term. SSAT Senior Education Lead, Colin Logan, speaks to him about the experience.
As teachers prepare to welcome all pupils back into their classrooms, Alex Galvin, SSAT Senior Education Lead, considers why leaders are designing longer-term recovery plans to support their pupils rather than rapid catch-up programmes
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