Improving the life chances of young people regardless of their background, origin or postcode
Angelina Idun, SSAT’s new director of school improvement. Her background in inner-city schools, what motivates her and how she is looking forward to working with you.
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A unique investment in potential school leaders
One of the first participants in the groundbreaking Leadership Legacy Project explains what is involved, and how much it means to her.
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Why middle leaders matter, more than ever
And how the views of middle leaders across the network should lead to new programmes, new forms of delivery and new insights into how our best middle leaders work. Introduced by Alma Harris and Michelle Jones, University of Bath In
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Refocusing assessment, so it works for the students and the school
And not primarily for inspectors, politicians or bureaucrats.
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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
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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
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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.
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The future of education policy: analysing post-election language
Tom Middlehurst sorts the meaningful statements from the blather.
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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.
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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.
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