Refocusing assessment, so it works for the students and the school
And not primarily for inspectors, politicians or bureaucrats.
Blog
After the promise of summer: how to avoid feeling let down
Psychologist Dr Lindsay Joyce suggests an approach to overcome the stressors that do harm, even if they feel good
Hillsborough: no stone unturned in the pursuit of truth and understanding
Sue Williamson explains why the author of the definitive account of the Hillsborough disaster will address SSAT’s next National Conference
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.
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
