Grenfell Tower: how schools are responding
Senior leaders from two London schools and one further away explain how they are helping students and staff to cope with the aftermath.
Blog
The future of education policy: analysing post-election language
Tom Middlehurst sorts the meaningful statements from the blather.
Careers guidance: how to mend a fragmented system?
Third in a series of three articles presenting highlights from discussions and debates hosted by SSAT relating to educational reform and policy-making.
How can the school system better protect young people’s mental health?
Second in a series of three articles presenting highlights from discussions and debates hosted by SSAT relating to educational reform and policy-making.
ITT: is it fit for purpose?
First in a series of three articles presenting highlights from discussions and debates hosted by SSAT relating to educational reform and policy-making.
Respect to the resilience, determination and strength of our young people
Anne-Marie Duguid writes about the strength of our young people following the Grenfell Tower tragedy.
The energy, inspiration and support for schools to do things differently in order to do them better
Personalisation became an expectation that all schools would aspire to for their students
Pursuing the issues of disadvantage, social justice, and the school’s place in the wider community
Lesley King, Chair of governors, Ormiston Venture Academy; former SSAT director Certain themes have absorbed me over the last 30 years: disadvantage and social justice; the school’s place in the wider community; the importance of arts education. Since 1996 I
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SSAT’s work set up a clear and useful measure of value added in education
Schools want the capacity to understand how well they contribute to their pupils’ progress and attainment, and the confidence to improve it.
Refocusing assessment – making assessment work for your students
Alex Galvin, SSAT Senior Education Lead, writes… Back when I started teaching, assessment was pretty straightforward. Pieces of work were marked A-E and we recorded marks for certain extended pieces of work in a blue folder in the history work
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